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Shen, Wei; Li, Zhao; Tong, Xiuhong – Journal of Speech, Language, and Hearing Research, 2018
Purpose: This study aimed to investigate the time course of meaning activation of the 2nd morpheme processing of compound words during Chinese spoken word recognition using eye tracking technique with the printed-word paradigm. Method: In the printed-word paradigm, participants were instructed to listen to a spoken target word (e.g., [Chinese…
Descriptors: Morphemes, Language Processing, Syllables, Word Recognition
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Quémart, Pauline; Gonnerman, Laura M.; Downing, Jennifer; Deacon, S. Hélène – Developmental Science, 2018
The way children organize words in their memory has intrigued many researchers in the past 20 years. Given the large number of morphologically complex words in many languages, the influence of morphemes on this organization is being increasingly examined. The aim of this study was to understand how morphemic information influences English-speaking…
Descriptors: Grade 3, Grade 5, Morphemes, Semantics
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Dann, Kelly M.; Veldre, Aaron; Andrews, Sally – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Much of the evidence for morphological decomposition accounts of complex word identification has relied on the masked-priming paradigm. However, morphologically complex words are typically encountered in sentence contexts and processing begins before a word is fixated, when it is in the parafovea. To evaluate whether the single word-identification…
Descriptors: Morphology (Languages), Morphemes, Priming, Word Recognition
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Zhao, Ying; Wu, Xinchun; Sun, Peng; Chen, Hongjun – Journal of Deaf Studies and Deaf Education, 2021
Deaf and hard of hearing (DHH) students face great challenges in becoming proficient readers. Vocabulary knowledge is consistently considered to be an important factor affecting DHH students' reading ability. However, the mechanism that underlies the relationship between vocabulary knowledge and reading comprehension in DHH students remains…
Descriptors: Correlation, Vocabulary Development, Knowledge Level, Reading Comprehension
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Finn, Caroline E.; Ardoin, Scott P.; Ayres, Kevin M. – Journal of Applied School Psychology, 2023
Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed…
Descriptors: Autism Spectrum Disorders, Intellectual Disability, Students with Disabilities, Instructional Materials
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Adamidou, Christina; Okalidou, Areti; Fourakis, Marios; Printza, Athanasia; Kyriafinis, Georgios – Journal of Speech, Language, and Hearing Research, 2023
Purpose: ?he lexical stress pattern (trochaic vs. iambic) may affect various aspects of word learning and word production in children with cochlear implants (CIs). This study aimed to investigate lexical stress effects in word learning by Greek-speaking children with CIs. Method: A word learning paradigm, consisting of a word production and a word…
Descriptors: Assistive Technology, Task Analysis, Word Recognition, Greek
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Lozy, Erica D.; Holmes, Sarah C.; Donaldson, Jeanne M. – Journal of Applied Behavior Analysis, 2020
Students who fail to acquire foundational literacy skills during preschool are more likely to read below grade level average in elementary school and are at a heightened risk for future school failure, poverty, early mortality, and crime. The purpose of this study was to compare the effects and maintenance of and preference for paired kinesthetic…
Descriptors: Preschool Children, Movement Education, Literacy Education, Preschool Education
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Desmeules-Trudel, Félix; Moore, Charlotte; Zamuner, Tania S. – Journal of Child Language, 2020
Bilingual children cope with a significant amount of phonetic variability when processing speech, and must learn to weigh phonetic cues differently depending on the cues' respective roles in their two languages. For example, vowel nasalization is coarticulatory and contrastive in French, but coarticulatory-only in English. In this study, we…
Descriptors: Monolingualism, Bilingualism, Children, Young Children
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Ricketts, Jessie; Lervåg, Arne; Dawson, Nicola; Taylor, Lucy A.; Hulme, Charles – Scientific Studies of Reading, 2020
International assessments show that 20% of adolescents cannot read simple texts with understanding. Despite this, research has focused on early reading in childhood and skilled reading in adulthood, neglecting reading development during adolescence. We report a longitudinal study assessing reading and vocabulary development at 12, 13 and 14 years…
Descriptors: Early Adolescents, Reading Skills, Vocabulary Development, Reading Fluency
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Midwah, Ali Al; Alhawary, Mohammad T. – Modern Language Journal, 2020
The present study investigated the role of Arabic diacritics in word recognition and their impact on Arabic L2 learners' reading speed, accuracy, and comprehension at different stages of Arabic L2 acquisition. Fifty-four English L2 learners of Arabic from 3 proficiency levels (beginner, intermediate, and advanced) participated in the study. They…
Descriptors: Semitic Languages, Orthographic Symbols, Reading Rate, Accuracy
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Guerin, Julia M.; Sylvia, Allison M.; Yolton, Kimberly; Mano, Quintino R. – Journal of Research in Reading, 2020
Background: Multiple perspectives on cognitive development, including Cattell's Investment Theory (1963, 1987), suggest that fluid reasoning (Gf) is foundational to the development of academic knowledge and skills. Yet little is known of the role that Gf may play in reading achievement, particularly in comparison with a larger literature…
Descriptors: Role, Intelligence, Phonemic Awareness, Word Recognition
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Krueger, Breanna I.; Storkel, Holly L. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The purpose of this study was to examine whether children's identification of misarticulated words as real objects was influenced by an inherent bias toward selecting real objects or whether a change in experimental conditions could impact children's selections. Method: Forty preschool children aged 4 years 0 months to 6 years 11 months…
Descriptors: Preschool Children, Articulation (Speech), Word Recognition, Responses
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Norris, Dennis; Kalm, Kristjan; Hall, Jane – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Memory for verbal material improves when words form familiar chunks. But how does the improvement due to chunking come about? Two possible explanations are that the input might be actively recoded into chunks, each of which takes up less memory capacity than items not forming part of a chunk (a form of data compression), or that chunking is based…
Descriptors: Phrase Structure, Short Term Memory, Recognition (Psychology), Linguistic Input
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Voß, Stefan; Blumenthal, Yvonne – Education Sciences, 2020
Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based measurements have established…
Descriptors: Foreign Countries, Word Recognition, Elementary School Students, Children
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Potter, Christine E.; Fourakis, Eva; Morin-Lessard, Elizabeth; Byers-Heinlein, Krista; Lew-Williams, Casey – Developmental Science, 2019
In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the…
Descriptors: Bilingualism, Toddlers, Comprehension, Sentences
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