Syllable effects in beginning and intermediate European-Portuguese readers: Evidence from a sandwich masked go/no-go lexical decision task
Reading is one of the most important milestones a child achieves throughout development. Above the letter level, the syllable has been shown to play a relevant role at early stages of visual word recognition in adult skilled readers. However, studies aiming to examine when, during reading acquisitio...
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| Veröffentlicht in: | Journal of child language 2021-07, Vol.48 (4), p.699-716 |
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| creator | CAMPOS, Ana Duarte OLIVEIRA, Helena Mendes SOARES, Ana Paula |
| description | Reading is one of the most important milestones a child achieves throughout development. Above the letter level, the syllable has been shown to play a relevant role at early stages of visual word recognition in adult skilled readers. However, studies aiming to examine when, during reading acquisition, the syllable emerges as a functional sublexical unit are scarce, and the studies conducted so far have led to inconsistent results. In this work, beginning and intermediate European-Portuguese (EP) developing readers performed a sandwich masked lexical decision task in which CV (e.g., RU.MOR[rumour]) and CVC (e.g., CIS.NE[swan]) first-syllable EP words were preceded either by syllable congruent (e.g., rum.ba-RU.MOR, cis.ra-CIS.NE), syllable incongruent (e.g., rum.ba-RU.MOR, ci.ser-CIS.NE), unrelated (e.g., va.cra-RU.MOR, zar.vo-CIS.NE) pseudowords primes, or identity (e.g., ru.mour-RU.MOUR, cis.ne-CIS.NE) primes. Results showed reliable syllable effects only for intermediate readers and for CV and CVC words alike. Findings are discussed attending to current models of visual word recognition. |
| doi_str_mv | 10.1017/S0305000920000537 |
| format | Article |
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Above the letter level, the syllable has been shown to play a relevant role at early stages of visual word recognition in adult skilled readers. However, studies aiming to examine when, during reading acquisition, the syllable emerges as a functional sublexical unit are scarce, and the studies conducted so far have led to inconsistent results. In this work, beginning and intermediate European-Portuguese (EP) developing readers performed a sandwich masked lexical decision task in which CV (e.g., RU.MOR[rumour]) and CVC (e.g., CIS.NE[swan]) first-syllable EP words were preceded either by syllable congruent (e.g., rum.ba-RU.MOR, cis.ra-CIS.NE), syllable incongruent (e.g., rum.ba-RU.MOR, ci.ser-CIS.NE), unrelated (e.g., va.cra-RU.MOR, zar.vo-CIS.NE) pseudowords primes, or identity (e.g., ru.mour-RU.MOUR, cis.ne-CIS.NE) primes. Results showed reliable syllable effects only for intermediate readers and for CV and CVC words alike. Findings are discussed attending to current models of visual word recognition.</description><identifier>ISSN: 0305-0009</identifier><identifier>EISSN: 1469-7602</identifier><identifier>DOI: 10.1017/S0305000920000537</identifier><language>eng</language><publisher>Cambridge, UK: Cambridge University Press</publisher><subject>Beginning reading ; Children ; Ciências Sociais ; developing readers ; Grade 5 ; Language Acquisition ; Lexical decision task ; masked priming ; Nonwords ; Phonology ; Portuguese ; Portuguese language ; Priming ; Psicologia ; Reading ; Reading acquisition ; Silent Reading ; Social Sciences ; Syllable effects ; Syllables ; Task Analysis ; visual word recognition ; Word Recognition</subject><ispartof>Journal of child language, 2021-07, Vol.48 (4), p.699-716</ispartof><rights>Copyright © The Author(s), 2020. Published by Cambridge University Press</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c397t-e0154946de3d17c7002132fd9f770c083e2f405012dc1541fdee209a8d5d9b1e3</citedby><cites>FETCH-LOGICAL-c397t-e0154946de3d17c7002132fd9f770c083e2f405012dc1541fdee209a8d5d9b1e3</cites><orcidid>0000-0001-8061-9118</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0305000920000537/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,776,780,27903,27904,55606</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1297725$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>CAMPOS, Ana Duarte</creatorcontrib><creatorcontrib>OLIVEIRA, Helena Mendes</creatorcontrib><creatorcontrib>SOARES, Ana Paula</creatorcontrib><title>Syllable effects in beginning and intermediate European-Portuguese readers: Evidence from a sandwich masked go/no-go lexical decision task</title><title>Journal of child language</title><addtitle>J. Child Lang</addtitle><description>Reading is one of the most important milestones a child achieves throughout development. Above the letter level, the syllable has been shown to play a relevant role at early stages of visual word recognition in adult skilled readers. However, studies aiming to examine when, during reading acquisition, the syllable emerges as a functional sublexical unit are scarce, and the studies conducted so far have led to inconsistent results. In this work, beginning and intermediate European-Portuguese (EP) developing readers performed a sandwich masked lexical decision task in which CV (e.g., RU.MOR[rumour]) and CVC (e.g., CIS.NE[swan]) first-syllable EP words were preceded either by syllable congruent (e.g., rum.ba-RU.MOR, cis.ra-CIS.NE), syllable incongruent (e.g., rum.ba-RU.MOR, ci.ser-CIS.NE), unrelated (e.g., va.cra-RU.MOR, zar.vo-CIS.NE) pseudowords primes, or identity (e.g., ru.mour-RU.MOUR, cis.ne-CIS.NE) primes. Results showed reliable syllable effects only for intermediate readers and for CV and CVC words alike. Findings are discussed attending to current models of visual word recognition.</description><subject>Beginning reading</subject><subject>Children</subject><subject>Ciências Sociais</subject><subject>developing readers</subject><subject>Grade 5</subject><subject>Language Acquisition</subject><subject>Lexical decision task</subject><subject>masked priming</subject><subject>Nonwords</subject><subject>Phonology</subject><subject>Portuguese</subject><subject>Portuguese language</subject><subject>Priming</subject><subject>Psicologia</subject><subject>Reading</subject><subject>Reading acquisition</subject><subject>Silent Reading</subject><subject>Social Sciences</subject><subject>Syllable effects</subject><subject>Syllables</subject><subject>Task Analysis</subject><subject>visual word recognition</subject><subject>Word Recognition</subject><issn>0305-0009</issn><issn>1469-7602</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>AVQMV</sourceid><sourceid>BENPR</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><recordid>eNp1kV1rFDEUhoMouG79AV4IAW-8GXuSzGwm3klZvyi0UL0O2eRkTJ1J1mSmtX_BX22WLQpKb5KQ9zlf7yHkBYM3DJg8vQIBHQAoXg_ohHxEVqzdqEZugD8mq4PcHPSn5Fkp14cXqH5Ffl3djaPZjUjRe7RzoSHSHQ4hxhAHaqKrHzPmCV0wM9LtktMeTWwuU56XYcGCNKNxmMtbur0JDqNF6nOaqKGlht8G-41OpnxHR4d0GlMzJDriz2DNSB3aUEKKdK7ACXnizVjw-f29Jl_fb7-cfWzOLz58Ont33lih5NwgsK5V7cahcExaCcCZ4N4pLyVY6AVy31YvGHe2ksw7RA7K9K5zasdQrMnrY959Tj_qALOeQrFYbYiYlqJ527a97GULFX31D3qdlhxrd5pXj5WQnVCVYkfK5lRKRq_3OUwm32kG-rAd_d92aszLYwzmYP_w28-MKylr7jWhRz1bY_Y6400o1STNes51nXkjKiLuy5ppl4Mb8G93Dxf-Da5UpZk</recordid><startdate>20210701</startdate><enddate>20210701</enddate><creator>CAMPOS, Ana Duarte</creator><creator>OLIVEIRA, Helena Mendes</creator><creator>SOARES, Ana Paula</creator><general>Cambridge University Press</general><scope>RCLKO</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88J</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1D</scope><scope>M1P</scope><scope>M2M</scope><scope>M2R</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-8061-9118</orcidid></search><sort><creationdate>20210701</creationdate><title>Syllable effects in beginning and intermediate European-Portuguese readers: Evidence from a sandwich masked go/no-go lexical decision task</title><author>CAMPOS, Ana Duarte ; 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Child Lang</addtitle><date>2021-07-01</date><risdate>2021</risdate><volume>48</volume><issue>4</issue><spage>699</spage><epage>716</epage><pages>699-716</pages><issn>0305-0009</issn><eissn>1469-7602</eissn><abstract>Reading is one of the most important milestones a child achieves throughout development. Above the letter level, the syllable has been shown to play a relevant role at early stages of visual word recognition in adult skilled readers. However, studies aiming to examine when, during reading acquisition, the syllable emerges as a functional sublexical unit are scarce, and the studies conducted so far have led to inconsistent results. In this work, beginning and intermediate European-Portuguese (EP) developing readers performed a sandwich masked lexical decision task in which CV (e.g., RU.MOR[rumour]) and CVC (e.g., CIS.NE[swan]) first-syllable EP words were preceded either by syllable congruent (e.g., rum.ba-RU.MOR, cis.ra-CIS.NE), syllable incongruent (e.g., rum.ba-RU.MOR, ci.ser-CIS.NE), unrelated (e.g., va.cra-RU.MOR, zar.vo-CIS.NE) pseudowords primes, or identity (e.g., ru.mour-RU.MOUR, cis.ne-CIS.NE) primes. Results showed reliable syllable effects only for intermediate readers and for CV and CVC words alike. Findings are discussed attending to current models of visual word recognition.</abstract><cop>Cambridge, UK</cop><pub>Cambridge University Press</pub><doi>10.1017/S0305000920000537</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0001-8061-9118</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Journal of child language, 2021-07, Vol.48 (4), p.699-716 |
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| source | Cambridge University Press Journals Complete |
| subjects | Beginning reading Children Ciências Sociais developing readers Grade 5 Language Acquisition Lexical decision task masked priming Nonwords Phonology Portuguese Portuguese language Priming Psicologia Reading Reading acquisition Silent Reading Social Sciences Syllable effects Syllables Task Analysis visual word recognition Word Recognition |
| title | Syllable effects in beginning and intermediate European-Portuguese readers: Evidence from a sandwich masked go/no-go lexical decision task |
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