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Segmentation of the Spoken Word and Reading Acquisition
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... » Pour apprendre à lire, selon Rieben & Perfetti, (1989) cités par Briquet-Duhazé et Rezrazi (ibid), il est nécessaire que l'enfant comprenne le principe alphabétique consistant à faire correspondre une suite de lettres d'un mot lu en une suite de sons qui lui correspond. Pour leur part, Bosse et Zagar (2016), reprenant Liberman (1973) fournissent les explications suivantes au concept de conscience phonologique : « Avoir "conscience" des mots c'est être capable d'effectuer des manipulations telles que les compter ou les changer de place dans une séquence de parole. C'est, par exemple, être capable de dire que dans /laʁu_tuʁn/ (la roue tourne) il y a trois mots. ...
... L'instruction de la lecture basée sur des scripts syllabiques est apparue comme particulièrement motivante pour les enfants. Bien que Liberman (1973), repris dans Liberman et al. (1974) montre que la segmentation de la syllabe était plus facile pour les jeunes élèves que la segmentation phonémique, tout en prenant le soin de souligner qu'il serait une erreur de supposer que la syllabe est complètement transparente pour l'enfant. ...
Ce document présente une revue de littérature dans le cadre de l'élaboration d'une méthode de littératie en créole haïtien au premier cycle de l'école fondamentale. La méthode se conçoit dans le cadre de l'objectif 3 du projet Edukayiti financé par la délégation de l'Union européenne en Haïti et l'Agence espagnole de coopération internationale pour le développement (AECID). Ce projet éducatif se déploie sous la gouvernance du Ministère de l'éducation nationale et de la formation professionnelle à travers le département scolaire du sud-est. Il est expérimenté dans 15 écoles dudit département. Cet objectif 3 est exécuté par la Faculté de Linguistique Appliquée de l'Université d'État d'Haïti.
... En effet, d'un point de vue universel, la conscience des syllabes apparaît très tôt (Treiman, 2006) et est déjà présente chez les enfants dès l'âge de 3-4 ans (Liberman et al., 1974). Les pré-lecteurs réussissent des tâches de suppression syllabique initiale ou finale (Rosner & Simon, 1971 ;Fox & Routh, 1975 ;Demont & Gombert, 1996), de comptage syllabique (Liberman, 1973 ;Liberman et al., 1974). De plus, les enfants francophones sont capables de manipuler les syllabes avec une meilleure précision et consistance que les enfants anglais (Duncan, Colé, Seymour & Magnan, 2006). ...
... Comme indiqué ci-dessus, aucun progrès n'avait été observé dans les scores de suppression des phonèmes et dans les latences de dénomination. Le fait qu'elle n'ait pas du tout progressé ni dans la tâche de suppression phonémique, ni dans la tâche de suppression syllabique (alors que cette unité est plus simple de traitement, Liberman, 1973) nous laissait penser que le traitement arithmétique plus difficile que suppose cette tâche de manipulation (Anthony et al., 2004) ainsi que la demande plus importante en mémoire, étaient à l'origine des scores planchers enregistrés dans ces tâches. ...
L’objectif de cette thèse était de comprendre le rôle de la syllabe pour la mise en relation des premières relations ortho-phonologiques. La question de la taille de l’unité psycholinguistique (Ziegler & Goswami, 2005) à prendre en compte lors de la création des premières connexions entre le langage oral et le langage écrit a amené Doignon-Camus et Zagar (2009, 2014) à proposer un modèle (Developmental Interactive Activation Model with Syllables, DIAMS) qui s’appuie sur la disponibilité phonologique précoce de la syllabe chez les pré-lecteurs (Liberman et al., 1974) et la fonctionnalité de celle-ci pour le traitement du langage écrit (i.e., les enfants perçoivent visuellement la syllabe au cours de l’apprentissage de lecture, Doignon-Camus & Zagar, 2014). Ce modèle suppose que les premières relations entre le langage écrit et le langage oral s’établiraient grâce à la construction d’un pont syllabique, c’est-à-dire entre les lettres et les syllabes correspondantes. Pour tester l’hypothèse du pont syllabique, comme moyen de construction des relations ortho- phonologiques, nous avons mis en place une expérimentation comportementale auprès de plus de 400 enfants pré- lecteurs scolarisés en dernière année d’école maternelle (Grande Section). Les résultats ont mis en évidence le rôle de la syllabe pour acquérir les relations ortho-phonologiques, grâce notamment au développement significatif des compétences en conscience phonémique après un enseignement des relations lettres-syllabe, par rapport à un enseignement des relations lettre-phonème. D’autres études complémentaires nous ont permis de mettre en évidence la facilité et la rapidité avec laquelle le pont syllabique peut être construit pour développer l’acquisition du code alphabétique. A partir des résultats obtenus chez une population d’enfants tout-venant, nous avons également testé l’hypothèse du pont syllabique auprès d’enfants à risque et en difficulté de lecture plus avancés en âge et dans leur parcours scolaire, à travers une méthodologie de cas unique. Les résultats de ces études ont mis en exergue l’efficacité de l’intervention basée sur la syllabe sur les compétences en conscience phonémique et en lecture (i.e., précision et automatisation) chez un public à risque et en difficulté de lecture. Cette thèse tentait donc de répondre à la question de la taille de l’unité lors de l’acquisition des relations ortho-phonologiques, et a amené de nouvelles perspectives de recherche. D’un point de vue pédagogique, les résultats ont consolidé les pratiques enseignantes en se basant sur des preuves issues de la recherche expérimentale, et ont également apporté des propositions de remédiation pédagogique et de rééducation orthophonique.
... Il s'agit de l'habileté à intégrer que l'écrit (les graphèmes) sont une correspondance de l'oral (les phonèmes). Pour Liberman(1973), la conscience phonologique se divise en trois habiletés principales : la conscience des mots (être capable de dire que dans « la roue tourne », il y a trois mots) ; la conscience des syllabes (être capable de dire que dans « retourner », il y a trois syllabes) ; et enfin la conscience des phonèmes ou conscience phonémique (être capable de dire que dans le mot « bateau », il y a 4 phonèmes : /b/ /a/ /t/ /o/) (Liberman, 1973 ;Liberman, Shankweiler, Fischer, & Carter, 1974 ;Bosse & Zagar, 2016). La conscience phonologique requiert ainsi l'habileté à segmenter la parole au niveau phonémique et phonétique (Morais, 1987(Morais, , 2003(Morais, , 2016 La conscience phonémique est une composante nécessaire de la phonologie. ...
... Il s'agit de l'habileté à intégrer que l'écrit (les graphèmes) sont une correspondance de l'oral (les phonèmes). Pour Liberman(1973), la conscience phonologique se divise en trois habiletés principales : la conscience des mots (être capable de dire que dans « la roue tourne », il y a trois mots) ; la conscience des syllabes (être capable de dire que dans « retourner », il y a trois syllabes) ; et enfin la conscience des phonèmes ou conscience phonémique (être capable de dire que dans le mot « bateau », il y a 4 phonèmes : /b/ /a/ /t/ /o/) (Liberman, 1973 ;Liberman, Shankweiler, Fischer, & Carter, 1974 ;Bosse & Zagar, 2016). La conscience phonologique requiert ainsi l'habileté à segmenter la parole au niveau phonémique et phonétique (Morais, 1987(Morais, , 2003(Morais, , 2016 La conscience phonémique est une composante nécessaire de la phonologie. ...
L’activité de lecture est une étape essentielle dans le développement socio-cognitif des enfants. Cette étape peut être source de difficultés. Cependant, si la majorité des apprenants parviendront à surmonter ces difficultés, certains ressortiront du système scolaire sans avoir acquis les compétences et maîtrises de base (i.e., lecture, écriture, etc). En effet, actuellement en France, 7 à 10 % de la population est concernée par l’illettrisme. Déclarée grande cause nationale en 2013, l’illettrisme reste néanmoins actuellement un sujet tabou et qui n’a pas connu le même engouement de recherches que les autres troubles de la lecture. L’hypothèse avancée par le peu de données disponibles est que ces personnes souffriraient d’un déficit phonologique. Cependant, ce qui sous-tend ce déficit phonologique est loin d’être limpide. La plupart des études conduites en langue française se sont attachées à décrire le rôle d’éléments spécifiques à cette langue comme facteurs explicatifs des difficultés observées Malheureusement, une telle approche semble insuffisante car elle n’a pas réussi à expliquer précisément leurs difficultés de lecture. Une approche alternative basée sur des principes linguistiques universels (en particulier la grammaire phonologique universelles ; RPU) semble être plus pertinente pour cerner la nature et l’origine de telles difficultés. En effet, la sensibilité à l’UPG a déjà été mise en évidence dans de nombreuses langues, y compris le français (anglais, coréen, russe, etc.) et semble orienter les stratégies de segmentation et influencer les schémas phonologiques des enfants et des adultes dyslexiques. Étant donné que l’UPG régit - à certains niveaux - la segmentation et la catégorisation des séquences phonologiques même chez les personnes présentant un déficit phonologique. Ainsi, mes travaux de thèse avaient pour but d’identifier le rôle et la contribution des RPU chez des lecteurs experts possédant des connaissances phonologiques robustes et automatiques, ainsi que chez les personnes illettrées.
... Indeed, prereaders have difficulty making the association between the consonant letter and the abstract phoneme. One would assume that prereaders associate the consonant letter with a more concrete speech sound that they are able to manipulate, for example, the letter "T" could be associated with /tə/ instead of /t/ (see Liberman, 1973 for similar remarks). If we put children on a timeline of reading acquisition, as children move from kindergarten to first grade, they may have more opportunities to mis-assimilate reading knowledge through the school or home environment, thus affecting the syllabic associative learning. ...
... This complicates the blending of phonemes (see Learning process 2 in Figure 3a). For instance, when prereaders are asked to blend sounds /b/, /a/, and /t/ to form a syllable, they would say /bə.a.tə/ instead of /bat/, as observed in Liberman (1973) (see also Ehri et al., 2001). It is thus suggested to prepare prereaders with preliminary training before learning formally the explicit instructions of the alphabetic code. ...
In this commentary, we argue the importance of the period before learning the alphabetic code and develop a new theoretical framework for the cognitive processes involved at the very be-ginning of learning to read. According to our theory, prereaders begin to learn to read by associating letter clusters with concrete phonological units such as syllables, a process we refer to as "building the syllabic bridge" (Doignon-Camus & Zagar, 2014). This procedure may trigger statistical learning to extract regularities of grapheme-phoneme correspondences. We assume that statistical learning facilitates access to phonemic awareness and then the acquisition of the alphabetic code. Our arguments are partly based on the comparison between the studies con-ducted by Vazeux et al. (2020) and Sargiani et al. (2022), whose results might have seemed contradictory at first sight. Finally, we suggest pedagogical implications and some perspec-tives for future research.
... La compréhension de ce principe ne semble pas pouvoir relever d'une simple intuition, en tout cas dans les langues alphabétiques . En effet, cette compréhension nécessite de saisir la notion de phonème, or segmenter un mot écrit en phonèmes est une tâche très difficile (Liberman, 1973) qui s'acquiert très progressivement au cours de l'apprentissage de la lecture . Pour certains auteurs, la conscience phonémique va permettre à l'apprenant de segmenter un mot en phonèmes et la connaissance des lettres va permettre de leur associer leur représentation graphémique (e.g., Byrne & Fielding-Barnsley, 1989 ;Castles & Coltheart, 2004). ...
... En ce qui concerne les mécanismes qui permettent la compréhension du principe alphabétique et l'acquisition des toutes premières relations entre l'oral et l'écrit, le modèle de Ehri postule que l'entrée unique est l'unité phonémique (pour un argument expérimental à l'appui de cette hypothèse, voir par exemple Sargiani et al., 2021). Cependant, on sait que la conscience des phonèmes apparait difficilement et tardivement par rapport à la conscience d'autres unités comme les rimes ou les syllabes (Liberman, 1973). Pour cette raison, certains auteurs contestent 23 1.1. ...
L’apprentissage de la lecture est une activité complexe qui requiert, au CP, un enseignement explicite et structuré, souvent guidé par une méthode de lecture (i.e., un ensemble d’outils pour l’enseignant et les élèves) éditée. Une équipe pluridisciplinaire, composée d’enseignants, de chercheurs et d’un éditeur (les Éditions Hatier), a choisi de proposer une nouvelle méthode de lecture pour le CP, basée sur les preuves : la méthode Lili CP. Une telle méthode se doit d’être utile (efficace) pour les apprentissages des élèves, mais elle doit aussi être utilisable (facile à prendre en main) et acceptable (compatible avec la classe) pour les enseignants et les élèves, afin de pouvoir être largement adoptée. L’objectif principal de cette thèse était d’évaluer l’utilité, l’utilisabilité et l’acceptabilité de certains outils et de certaines séquences de la méthode en cours de conception, afin d’identifier des pistes concrètes d’amélioration.Notre recherche a débuté par une analyse des pratiques des potentiels futurs utilisateurs. Un questionnaire diffusé à large échelle a mis en évidence la grande diversité des pratiques enseignantes au CP et les principaux critères de choix d’une méthode de lecture. Une étude a révélé l’excellent niveau d’utilisabilité et d’acceptabilité du matériel original d’entrainement à la combinatoire prévu dans Lili CP. Deux interfaces différentes du guide pédagogique au format web ont été comparées, en terme d’utilisabilité et d’acceptabilité également, permettant de dégager la pertinence de certains choix de présentation pour la future méthode. Dans une étude expérimentale, nous avons évalué l’efficacité d’une séquence d’enseignement explicite de la compréhension conçue pour Lili CP, sur les acquis des élèves dans ce domaine. La comparaison à un groupe contrôle actif (i.e., ayant suivi une autre séquence, plus classique, d’enseignement de la compréhension) a démontré l’intérêt de ce type de séquence pour la compétence entrainée.Enfin, deux versions (basique et gamifiée) de l’application numérique ECRIMO, développée pour Lili CP et visant à entrainer l’écriture de mots en autonomie, ont été évaluées sur les trois dimensions d’utilité, d’utilisabilité et d’acceptabilité. L’application, dans ses deux versions, obtient d’excellents scores d’utilisabilité et d’acceptabilité. Les entrainements avec ECRIMO, dans ses deux versions, se sont révélés aussi efficaces qu’un entrainement à l’encodage sous forme d’exercices classiques de dictée dirigés par l’enseignant. Dans tous les groupes entrainés, les progrès en encodage sont plus importants que dans le groupe contrôle et sont visibles surtout chez les élèves ayant déjà un bon niveau d’encodage en début de CP. Enfin, pour ces élèves, la version basique a engendré un progrès plus important que la version gamifiée.Ce travail doctoral apporte une démonstration de la possibilité et de l’intérêt de conduire une évaluation intégrée des outils éducatifs qui doivent être étudiés dans les trois dimensions d’utilité, d’utilisabilité et d’acceptabilité, avant leur diffusion à grande échelle sur le terrain. Il se conclut par la proposition d’une nouvelle démarche intégrée de conception et d’évaluation d’outils pédagogiques.
... Este trabalho tem o objetivo de apresentar um levantamento das maiores dificuldades de pronúncia de estudantes brasileiros aprendendo armênio oriental e propor estratégias para tentar superar essas dificuldades. A abordagem se baseia no conceito de consciência fonológica (LIBERMAN 1973), buscando explorar principalmente características de pronúncia do próprio português brasileiro que têm um caráter alofônico ou ocorrem apenas em variação mas que no armênio apresentam caráter fonêmico. Em alguns casos se recorre nas soluções a detalhes da ortografia do português ou à fonologia de línguas mais conhecidas no Brasil. ...
... The present paper has the purpose of presenting a survey of the greatest difficulties of Brazilian students learning Eastern Armenian and proposing strategies for trying to overcome those difficulties. The approach is based on the concept of phonological awareness (LIBERMAN 1973), and seeks to exploit mainly characteristics of the pronunciation of Brazilian Portuguese itself which have an allophonic character or occur only in variation but which in Armenian have a phonemic value. In some cases, the solutions we propose are based on details of the Portuguese orthography or on the phonologies of languages which are more widely known in Brazil. ...
Este trabalho tem o objetivo de apresentar um levantamento das maiores dificuldades de pronúncia de estudantes brasileiros aprendendo armênio oriental e propor estratégias para tentar superar essas dificuldades. A abordagem se baseia no conceito de consciência fonológica (LIBERMAN 1973), buscando explorar principalmente características de pronúncia do próprio português brasileiro que têm um caráter alofônico ou ocorrem apenas em variação mas que no armênio apresentam caráter fonêmico. Em alguns casos se recorre nas soluções a detalhes da ortografia do português ou à fonologia de línguas mais conhecidas no Brasil.
... One of the most influential theories for the reading difficulties associated with dyslexia is the phonological deficit hypothesis [4,5,6,7,8]. This posits that children with dyslexia have fundamental difficulties with the storage and retrieval of the speech sounds associated with words, a1111111111 a1111111111 a1111111111 a1111111111 a1111111111 increased experience, however, readers transition to whole word processing through phonological recoding-the rapid, pre-lexical, and covert activation of abstract phonological codes [38,39]. ...
... As the first study investigating eye movements during reading in dyslexia to use both chronological age-matched and word reading accuracy-matched comparisons, these results indicate that the reading difficulties associated with a history of dyslexia stem from atypical (as opposed to simply delayed development of) cognitive processing during reading. This finding is in line with previous theories of dyslexia which suggest a fundamental deficit, rather than a developmental delay, in dyslexia [4,5,6,7,8]. ...
We examined phonological recoding during silent sentence reading in teenagers with a history of dyslexia and their typically developing peers. Two experiments are reported in which participants’ eye movements were recorded as they read sentences containing correctly spelled words (e.g., church), pseudohomophones (e.g., cherch), and spelling controls (e.g., charch). In Experiment 1 we examined foveal processing of the target word/nonword stimuli, and in Experiment 2 we examined parafoveal pre-processing. There were four participant groups–older teenagers with a history of dyslexia, older typically developing teenagers who were matched for age, younger typically developing teenagers who were matched for reading level, and younger teenagers with a history of dyslexia. All four participant groups showed a pseudohomophone advantage, both from foveal processing and parafoveal pre-processing, indicating that teenagers with a history of dyslexia engage in phonological recoding for lexical identification during silent sentence reading in a comparable manner to their typically developing peers.
... When emphasizing strong word-initial syllables, English relies on both suprasegmental cues like duration, pitch, and intensity (I. Y. Liberman 1973;Nakatani and Aston 1978) and segmental markers such as vowel quality (Campbell and Beckman 1997). In contrast, Spanish primarily uses suprasegmental cues (Hualde 2009). ...
Humans segment speech naturally based on the transitional probabilities between linguistic elements. For bilingual speakers navigating between a first (L1) and a second language (L2), L1 knowledge can influence their perception, leading to transfer effects based on phonological similarities or differences. Specifically, in Spanish, resyllabification occurs when consonants at the end of a syllable or word boundary are repositioned as the onset of the subsequent syllable. While the process can lead to ambiguities in perception, current academic discussions debate the duration of canonical and resyllabified productions. However, the role of bilingualism in the visual perception of syllable and word segmentation remains unknown to date. The present study explores the use of bilingual skills in the perception of articulatory movements and visual cues in speech perception, addressing the gap in the literature regarding the visibility of syllable pauses in lipreading. The participants in this study, 80 native Spanish speakers and 195 L2 learners, were subjected to audio, visual-only, and audiovisual conditions to assess their segmentation accuracy. The results indicated that both groups could segment speech effectively, with audiovisual cues providing the most significant benefit. Native speakers performed more consistently, while proficiency influenced L2 learners’ accuracy. The results show that aural syllabic segmentation is acquired at early stages of proficiency, while visual syllabic segmentation is acquired at higher levels of proficiency.
... In terms of language processing efficiency, children with DLD process language at a slower or less efficient rate. Fluent adult speakers, as noted by Liberman (1970), produce a significant number of words and phonetic segments per minute, a capacity that typically developing speakers can comprehend even under temporally constrained conditions. However, the reduced efficiency in processing information experienced by many children with DLD can have cascading effects, negatively impacting learning and classroom engagement. ...
The study of bilingualism and its interaction with Developmental Language Disorder (DLD) in children has often led to divergent theories and perspectives. This dissertation presents a comprehensive investigation into this complex interplay, employing a combination of behavioural analyses and Event-Related Potentials (ERPs). Across three distinct studies, it examines cognitive control, lexical processing, and executive functions in bilingual and monolingual children, both with and without DLD. Study 1 reexamines the widely accepted notion of a bilingual cognitive advantage. It unveils that bilingual children face distinct processing challenges, marked by prolonged reaction times and unique neural patterns, especially when encountering unfamiliar lexical stimuli. These findings illuminate the intricate cognitive processing dynamics inherent in bilingual contexts, challenging existing perceptions and adding depth to our understanding of bilingual cognition. Study 2 shifts focus to bilingual children with DLD, juxtaposing their abilities with those of typically developing bilingual peers. Contrary to the prevalent belief that bilingualism intensifies language disorders, the study reveals a nuanced, facilitative role of bilingualism in processing familiar lexical items, offering a fresh perspective on bilingual language development. Study 3 furthers this exploration by comparing bilingual and monolingual children with DLD. It discovers that while bilingualism introduces specific challenges in processing unfamiliar words, it does not invariably exacerbate cognitive control or familiar word processing difficulties. Collectively, these studies forge new paths in understanding the dynamic interplay between bilingualism and DLD. They propose that bilingualism can present both challenges and potential advantages in cognitive and linguistic development, compelling a revaluation of long-standing paradigms. This dissertation not only challenges established beliefs but also emphasizes the importance of considering individual linguistic experiences and cognitive strategies in deciphering bilingualism's role in language disorders. This work highlights the multifaceted nature of bilingualism and DLD, advocating for a more comprehensive and individualized approach in this evolving field.
... Since the seminal work by Liberman and colleagues in the 1970s (Liberman, 1973), phonological awareness has been considered as a key factor to understand reading acquisition. In a review of previous behavioral correlational studies from 1975 to 2011, a meta-analysis (Melby-Lervag, et al., 2012) identified significant correlations between word reading skill and phonological awareness, particularly phonemic awareness (a large effect of r = .57) ...
Phonological processing is measured behaviorally using phonological awareness, phonological memory, and rapid naming tasks. These tasks engage brain regions such as the superior temporal gyrus, inferior parietal cortex, and inferior frontal gyrus. This chapter is a selective review of behavioral and neural studies phonological processing as measured by these tasks. It focuses on the longitudinal development of phonological processing from early infancy to middle elementary years and its relations with language and reading skills. It also reviews how these tasks are related to neurodiversity, such as dyslexia, developmental language disorder, and cross-linguistic populations.
... addition to an accuracy score of 10 or 12. In order to avoid floor effects in kindergarten (Anthony and Francis, 2005;Liberman, 1973), children will also be asked to judge if 20 pairs of words rhyme or not (N-EEL subtest, Chevrie-Muller and Plaza, 2001). An accuracy score out of 20 is used as an additional index of phonological awareness. ...
Investigation of the factors explaining individual differences in the acquisition of expert reading skills has become of particular interest these last decades. Non-verbal abilities, such as visual attention and executive functions play an important role in reading acquisition. Among those non-verbal factors, error-monitoring, which allows one to detect one's own errors and to avoid repeating them in the future, has been reported to be impaired in dyslexic readers. The present three-year longitudinal study aims at determining whether error-monitoring efficiency evaluated before and during reading instruction could improve the explanation of reading skills. To do so, 85 children will be followed from the last year of kindergarten to the second grade. The classic predictors of reading will be assessed at each grade level. Error-monitoring indices in domain-general and reading-related contexts will be derived from EMG data recorded during a Simon task in kindergarten and during both a Simon and a lexical decision tasks in the first and second grades. Findings concerning the role of error-monitoring on reading skills are expected to have an important impact on reading instruction to prevent reading difficulties in at-risk children and improve remediation to help children with reading difficulties.
... The importance of phonemic awareness (PA) instruction has been recognised in academic circles since the 1970s (Liberman, 1973). However, teacher knowledge is lacking in this area (Moats & Foorman, 2003;Cheesman et al., 2009). ...
While the importance of phonemic awareness instruction has been recognised in academic circles since the 1970s, it has been argued that teacher knowledge has been found to be lacking in this area. Decades of research demonstrate the causal relationship between phonemic awareness and reading and writing development. However, disagreements arise regarding when, how, and to what extent phonemic awareness should be taught. This article examines the literature surrounding these points of debate while reflecting on the connections to classroom practices in this area.
... However, they were not significantly less accurate at identifying gentle and jacket as starting with the same phoneme (opaque), compared to jacket and jewel (transparent). It is worth noting that seminal work in relation to phonemic awareness acknowledged both the phonological and orthographic influences on performance (Liberman, 1973). This is particularly interesting when applied to Irish, as the velarised-palatalised consonant contrasts are represented in an opaque way in the orthography using the same consonant phoneme (the neighbouring vowel distinguishing between the velarised and palatalised consonants). ...
This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total of 345 students in Irish immersion schools and in schools in Gaeltacht (Irish-speaking) areas took part in the study and were administered Phoneme Deletion and Phoneme Matching in both Irish and English. Results demonstrate (i) a low correlation between Phoneme Matching and Phoneme Deletion scores within each language (ii) a significant difference between Phoneme Matching scores in Irish and English, but no significant difference in Phoneme Deletion scores in each language (iii) that orthographic representations influence performance on Phoneme Matching tasks in both Irish and English, and (iv) that participants demonstrate a low level of accuracy on velarised-palatalised phonemic contrasts, which are specific to Irish. Overall, this paper concludes that bilingual phonemic awareness is a multidimensional – rather than a unitary – construct. It has both a metalinguistic and epilinguistic component, and is likely influenced by linguistic, sociolinguistic and educational factors. The practical implications for dual-language education are discussed.
... Kezdetben azt gondolták, hogy a diszlexia egy speciális látási probléma ("veleszületett szóvakság"). Az 1970-es években viszont már megjelent az a nézet, hogy a nyelvi rendszer és a fonológiai tudatosság problémái vezethetnek diszlexiához (Liberman, 1973;Liberman és mtsai, 1974). A "fonológiai deficit" hipotézis azóta is a diszlexia egyik magyarázata. ...
... However, these groups often fail at tasks that require knowledge of fine-grain structure, as in phoneme deletion, phoneme blending, and pig-Latin tasks (see Duncan, Seymour, & Hill, 1997, for a similar explanation). All of these findings point to problems with phonology, a hypothesis put forward by Mattingly (1972) and Liberman (1973;see also Liberman & Shankweiler, 1991). ...
First-letter naming was used to investigate the role of phonology in printed word perception in children with and without dyslexia. In 2 experiments, all children showed faster first-letter-naming times in a congruent condition than in an incongruent condition, which suggests that phonology is a fundamental constraint in the printed word perception of readers of all levels and all skills. An explanation in terms of a recurrent network put forward by G. C. Van Orden and S. D. Goldinger (1996) is discussed to account for the apparent paradox in the reading behavior of readers with dyslexia, that is, that in first-letter naming, dyslexic readers appear to show phonological congruity effects, whereas in pseudoword reading, their phonological knowledge appears to be deficient or absent.
... It has also been shown that children do not necessarily demonstrate phonemic analysis and synthesis skills when they do demonstrate other related skills. For example, Liberman (1973) found that some of her reading-disabled subjects could discriminate between phonemes and, when shown a letter, could provide the correct phoneme but could not segment. Wallach, Wallach, Dozier, and Kaplan (1977) also showed that nonreading lower socioeconomic status kindergarteners were successful on a phoneme-discrimination task but not on a phoneme-analysis task. ...
Describes a project that integrated basic educational research, the development of an instructional program, and its evaluation in a classroom setting. The program, called The ABDs of Reading, provided explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding. Recent research indicating the importance of phoneme skills in beginning reading provided a rationale for the program. The results of 2 yrs of program evaluation in New York City classrooms for learning-disabled children (123 7–12 yr olds) indicate that the program successfully taught general decoding strategies. That is, instructed Ss were able to decode novel combinations of letters that were not presented in training. No extensive teacher-training, teacher-aides, or other unusual classroom support was required. (41 ref)
... However, children first become aware of syllables in speech (Liberman, 1973). This is followed by the perception of onsets and rimes. ...
Theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.
... Transparent orthographies tend to have a one-to-one correspondence between spelling and sound, where any given letter or grapheme is pronounced the same regardless of where it appears in a word or the word it appears in (Winskel and Lee, 2013). Thus, dissecting words into their phonemic components is relatively easy in transparent orthographies (Liberman, 1973). Examples of transparent orthographies include Arabic, Italian, Greek, and Malay. ...
This study investigated the influence of multiliteracy in opaque orthographies on phonological awareness. Using a visual rhyme judgement task in English, we assessed phonological processing in three multilingual and multiliterate populations who were distinguished by the transparency of the orthographies they can read in (N = 135; ages 18–40). The first group consisted of 45 multilinguals literate in English and a transparent Latin orthography like Malay; the second group consisted of 45 multilinguals literate in English and transparent orthographies like Malay and Arabic; and the third group consisted of 45 multilinguals literate in English, transparent orthographies, and Mandarin Chinese, an opaque orthography. Results showed that all groups had poorer performance in the two opaque conditions: rhyming pairs with different orthographic endings and non-rhyming pairs with similar orthographic endings, with the latter posing the greatest difficulty. Subjects whose languages consisted of half or more opaque orthographies performed significantly better than subjects who knew more transparent orthographies than opaque orthographies. The findings are consistent with past studies that used the visual rhyme judgement paradigm and suggest that literacy experience acquired over time relating to orthographic transparency may influence performance on phonological awareness tasks.
... Swain et al. (Swain & Lapkin, 2002;Swain, 2000) proposed that successful second language learning relies on lots of listening and speaking exposure. Moreover, oral language (listening and speaking) is the basis of reading, and the ability to manipulate speech is closely related to reading (Snowling & Melby-Lervåg, 2016;Liberman, 1973). Therefore, second language listening and speaking exposure in an immersive environment is important for second language reading. ...
Native language background exerts constraints on the individual's brain automatic response while learning a second language. It remains unclear, however, whether second language immersion experience could help the brain overcome such constraints and meet the requirements of a second language. This study compared native Chinese speakers with English-as-a-second-language immersion experience (immersive English learners), native Chinese speakers without English-as-a-second-language immersion experience (nonimmersive English learners), and native English speakers with an ERP cross-modal MMN paradigm. The results found that English-as-a-second-language immersion could benefit speech perception for native Chinese speakers. In addition, both immersive English learners and native English speakers showed enhanced cross-modal MMN, indicating that second language immersion could help native Chinese speakers successfully integrate English letter–sound like native English speakers. The present study further revealed that English listening and speaking exposure in an immersive environment is important in English letter–sound integration for immersive English learners.
... Anders dan bij processen zoals spreken of horen, vereist lezen en spellen veel meer dan een impliciete vorm van fonologische verwerking. Voor de beginnende lezer komt het er niet enkel op aan om op een onbewuste wijze klanken te gebruiken en te produceren en bijvoorbeeld klankverschillen tussen woorden te horen, zoals zelfs baby's dat kunnen (Liberman, 1973;Vihman, 1996). Cruciaal in het initiële lees-en spelproces is het besef dat gesproken woorden meer zijn dan een continue klankstroom en kunnen opgedeeld worden in afzonderlijke klanken en klankgroepen. ...
... Advocates of the latter theory argue that if cerebellar regions and the neural systems involved are affected (which are assumed to support automatization of basic articulatory and auditory skills), handwriting difficulties may arise (Nicolson & Fawcett, 2011). Liberman (1973) andlater Snowling (2000) related dyslexia to a deficit in phonological awareness. Although there is supporting empirical evidence for all of these theories, not all cognitive domains are simultaneously affected and several subtypes of developmental dyslexia are identified (Heim et al., 2008). ...
... Phonemic awareness is a prerequisite for letter-sound identification and decoding skills (e.g., Liberman, 1973). In transparent orthographies (e.g., Spanish), sounds and letters map onto one another with nearly a one-to-one correspondence. ...
This article discusses early language predictors of later reading skills and considerations for screening and ways to foster development of preschoolers' language.
You can access the full Summer 2020 Perspectives on Language and Literacy issue here: https://mydigitalpublication.com/publication/?i=671218
... Given the prevalence of phonological deficits in people with dyslexia [2,3], it follows that training in phonological processing (and the underlying auditory processing therein) should improve reading ability. Indeed, there is evidence supporting this idea although there is some disagreement in the literature. ...
We examined the brain networks and oscillatory dynamics, inferred from EEG recordings during a word-reading task, of a group of children in grades 4 and 5 (ages 9–11), some of whom were dyslexic. We did this in order to characterize the differences in these dynamics between typical and dyslexic readers, and to begin to characterize the effect of a phonological intervention on those differences. Dyslexic readers were recorded both before and after they participated in a FastForWord (FFW) reading training program for approximately six months and typical readers were recorded once during this period. Before FFW dyslexic readers showed (i) a bottleneck in letter recognition areas, (ii) expansion in activity and connectivity into the right hemisphere not seen in typical readers, and (iii) greater engagement of higher-level language areas, even for consonant string stimuli. After FFW, dyslexic readers evinced a significant reduction in the engagement of language processing areas, and more activity and connectivity expanding to frontal areas, more resembling typical readers. Reduction of connectivity was negatively correlated with gains in reading performance, suggesting an increase in communication efficiency. Training appeared to improve the efficiency of the alternative (bilateral) pathways already used by the dyslexic readers, rather than inducing them to create new pathways more similar to those employed by typical readers.
... O termo processual remete ao processamento neural/mental/cognitivo engendrado pelo SEA, do qual deriva o termo sistêmico, nele implicadas relações grafêmico-fonêmicas na leitura e fonêmico-grafêmicas na escritura, as quais são definidas pelo conceito estruturalista de valor (Saussure, 2012). Esse enfoque hoje se articula à Neurociência (Dehaene, 2012;Scliar-Cabral, 2013), mantendo a tradicional atenção à consciência fonológica/fonêmica (Libermann, 1973). ...
O objeto deste artigo é a formação continuada em alfabetização, delimitandose aos programas Pró-Letramento Linguagem (PL), vigente de 2005 a 2012, e Pacto Nacional pela Alfabetização na Idade Certa (Pnaic), iniciado em 2013, tendo entre os seus objetivos garantir que todos os estudantes estivessem alfabetizados até os 8 anos de idade, ao final do terceiro ano do ensino fundamental. A análise visa relacionar esses programas sob o ponto de vista filosófico-epistemológico em enfoque linguístico. A teoria contempla o Movimento A: enfoque cognitivo-sistêmico e o Movimento B: enfoque na interação social, cada um com duas subdivisões. À luz deles, empreende-se pesquisa documental do Manual do PL e dos Cadernos do Pnaic, que resulta na compreensão de que o PL se caracterizou por uma busca, ainda difusa,de manutenção no Movimento B, enquanto o Pnaic parece sublinhar o Movimento A1: enfoque processual-sistêmico. Os dois programas, porém, convergem no reconhecimento de que ambos os movimentos não podem ser dissociados da formação continuada de alfabetizadores.
... This was followed by a prephonetic step in which there were invented or creative spellings in which a single letter or 'phone' or several letters might represent a word. Surprisingly research with dyslexics by Liberman [30], Bryant and Bradley [31] and Bourassa and Treiman [32] found the same characteristics, but there was a failure to move into the prephonetic stage. This was detectible not in their reading but in their attempts to write [1,10]. ...
... A aquisição de um sistema de escrita alfabética é etapa importante do desenvolvimento da linguagem, porque propicia a retomada dos conhecimentos linguísticos adquiridos de forma natural e espontânea, especialmente aqueles referentes à camada fônica, também denominada segunda articulação da linguagem. 2 Textos como os de Charles Read sobre escritas inventadas (1971,1975), os de Carol Chomsky a respeito de aspectos dos conhecimentos linguísticos subjacentes à escrita (1970,1975), os de Isabelle Liberman (1971Liberman ( , 1973 acerca dos efeitos da fonologia na escrita, além de tantos outros, abriram uma linha de investigação vigorosa que produz ainda hoje enorme interesse àqueles que se preocupam com a aquisição da leitura e da escrita, possivelmente, por sua base linguística e pelo seu vínculo com a alfabetização. ...
RESUMO: Neste artigo, considerando-se as duas principais fontes disponíveis para a produção da escrita alfabética inicial, a saber, o conhecimento fonológico e o conhecimento advindo de práticas de leitura e escrita, os erros (orto)gráficos produzidos pelas crianças dos primeiros anos do Ensino Fundamental são analisados com base em três categorias principais: fonológica, ortográfica e fonográfica. A amostra estudada é composta por erros extraídos de 2024 textos espontâneos produzidos por alunos de duas escolas, uma pública e outra particular. Os resultados evidenciam que: i) erros fonológicos predominam em todas as séries e referem-se a complexidades segmentais e prosódicas; ii) erros motivados por aspectos ortográficos envolvem principalmente a grafia do /s/; iii) erros fonográficos apresentam baixa incidência, mas são encontrados nas quatro séries estudadas. De modo geral, há diminuição do número de erros com o avanço dos anos escolares e há diferença na quantidade, mas não na qualidade dos erros, quando comparadas as duas escolas.
... Deficits in phonological awareness and/or phonological processing are widely thought to be prominent underlying causes of developmental dyslexia (e.g., Bradley & Bryant, 1978, 1983Bruck, 1993;Liberman, 1973;Stanovich, 1988;Wagner & Torgesen, 1987), and many theorists have suggested that phonological deficits are also implicated in developmental dysgraphia (e.g., Campbell & Butterworth, 1985;Snowling et al., 1986; but see Castles & Coltheart, 2004 Table 4, indicate normal levels of performance for both children. Therefore, despite the fact that impaired phonological processing/awareness is the most widely held and entrenched hypothesis regarding underlying causes of developmental dyslexia and dysgraphia, we find no evidence of phonological deficits in P.J.T. or A.K.R. ...
... Historically, researchers have asserted that oral language skills provide a foundation for metalinguistic awareness more generally, and phonological awareness in particular (Goswami & Bryant, 1990, Liberman, 1972. These studies measured different aspects of oral language ability including expressive and receptive syntax, morphology, and lexicalsemantic skills. ...
This study investigated whether individual differences in receptive vocabulary, speech perception and production, and nonword repetition at age 2 years, 4 months to 3 years, 4 months predicted phonological awareness 2 years later. One hundred twenty-one children were tested twice. During the first testing period (Time 1), children’s receptive vocabulary, speech perception and production, and nonword repetition were measured. Nonword repetition accuracy in the present study was distinct from other widely used measures of nonword repetition in that it focused on narrow transcription of diphone sequences in each nonword that differed systematically in phonotactic probability. At the second testing period (Time 2), children’s phonological awareness was measured. The best predictors of phonological awareness were a measure of speech production and a measure of phonological processing derived from performance on the nonword repetition task. The results of this study suggest that nonword repetition accuracy provides an implicit measure of phonological skills that are indicative of later phonological awareness at an age when children are too young to perform explicit phonological awareness tasks reliably.
... Currently the most dominant view of dyslexia states that specific reading difficulties originate from language deficits (Catts, Kamhi, & Adlof, 2012). According to the phonological theory, dyslexia (and poor reading skills in general) is characterized by a deficit in the processing, access to or representation of speech sounds (a phonological deficit) (Liberman, 1973;Ramus & Szenkovits, 2008;Snowling, 1981Snowling, , 2001Snowling, , 2014Stanovich, 1988). Several tests are used to measure phonological skills, such as verbal short term memory and rime awareness (Melby-Lervåg, Lyster, & Hulme, 2012). ...
The aim of the study was to focus on whether visual processing differs between distinct levels of reading competence in young adults, from a regular orthography. We compared the 10% highest scoring (HRC) and the 10% lowest scoring groups (LRC) of reading competence (using the word chain test, WCT) in visual processing of global coherent motion and global coherent form among young adults in Norway. Results showed that the lowest scoring reading group had higher thresholds for detecting coherent motion, than the highest scoring reading group, indicating lower motion sensitivity in adults with low reading competence of a regular orthography. There was no significant difference between the groups in the coherent form control task. These results may indicate reduced sensitivity to temporally defined stimuli such as coherent motion in the group with low reading competence possible related to vulnerability of the visual dorsal stream.
... Ziegler et al.'s (2010) study with 1,265 second grade students from five orthographies (Finnish, Hungarian, Dutch, Portuguese, and French) found that orthographic depth had a significant effect on the influence of phonological awareness on decoding and reading, with a greater impact in deep orthographies than in shallow ones. In English, phonemic knowledge has been described as a necessary prerequisite for reading (Liberman, 1973; see also Ehri, 2014 andMelby-Lervåg, Lyster, &Hulme, 2012). In contrast, in Spanish, Carrillo (1994) reported that Spanish-speaking first-grade children that were good decoders performed poorly in some of the phonological awareness tasks. ...
We investigated the longitudinal predictors of reading and spelling of words and pseudowords with different syllabic structures in a shallow orthography. Participants were 47 Spanish-speaking children from kindergarten to second grade. Letter knowledge, phonological awareness, and rapid automatized naming were evaluated at the beginning and at the end of the school year, and reading and spelling skills were assessed at the beginning of the following year. Hierarchical multiple regression analysis revealed that letter knowledge was the strongest predictor of reading and spelling words and pseudowords with simple syllables after 6 and 12 months. Phonological awareness predicted reading and spelling stimuli with complex syllables. Mediation analysis confirmed the mediator role of phonological awareness in the relationship between letter knowledge and reading and spelling with complex syllabic stimuli. This research provides longitudinal evidence that the syllabic structure determines the role of letter knowledge and phonological awareness in reading and spelling skills in Spanish. Understanding the knowledge that is key to learning to read and write may lead to improving methods and materials for literacy in Spanish language.
... Autores comoBertelson, Morais, Alegria e Content (1985),Morais (1991),Morais, Cary, Alegria e Bertelson (1979), Morais, Alegria e Content (1987), Perfetti, Beck, Bell e Hughes (1987) consideram que a aprendizagem da leitura é o principal fator que determina o desenvolvimento da consciência fonológica e em particular da consciência fonémica.Autores comoBradley e Bryant (1983),Bryant e Goswami (1987),Goswami e Bryant (1990),Liberman (1973),Liberman, Shankweiler, Fisher e Carter (1974),Lundberg (1991),Lundberg, Frost, e Petersen (1988) e Mann (1986, defendem que a consciência fonológica se desenvolve antes da aprendizagem da leitura sendo um bom preditor dessa aprendizagem, sem no entanto rejeitarem que a aprendizagem da leitura possa ter também um papel importante no desenvolvimento da consciência fonológica. ...
A informação que aparece sistematizada neste capítulo tem como finalidade o estudo da aprendizagem da leitura, apresentando perspetivas teóricas e de intervenção baseadas em investigação neste domínio. Após uma introdução em que se aborda de uma forma genérica a entrada no mundo da escrita, apresenta-se uma revisão de literatura sobre a leitura de palavras e sobre a forma como ela se adquire, com especial referência a dois modelos, um de leitura de palavras em leitores proficientes e outro sobre as etapas de aprendizagem da leitura. Abordam-se em seguida as relações entre as características das ortografias de diversas línguas e a aprendizagem da leitura, assim como as relações entre a consciência fonológica, as escritas inventadas e a aprendizagem da leitura. Apresenta-se seguidamente um modelo de compreensão de textos em leitores proficientes e a forma como a compreensão leitora se desenvolve. Numa segunda parte apresentam-se os resultados de uma meta-análise de estudos empíricos realizados em cinco grandes áreas essenciais para o desenvolvimento da leitura: consciência fonológica, correspondência grafema-fonema, fluência, vocabulário e estratégias de compreensão. Na terceira parte, incluem-se propostas de atividades mais práticas e, ainda, sugestões de leitura de aprofundamento do tema aprendizagem da leitura, bem como indicações de recursos online.
Palavras-chave: aprendizagem; leitura; reconhecimento de palavras; modelos de leitura; compreensão leitora; consciência fonológica; ortografia; correspondência grafema-fonema; fluência; vocabulário; ensino
... Successful literacy learning is the most important task for children to achieve in school. Seminal work as Liberman (1973), Lundberg et al. (1988) has shown that phonological awareness skills, a critical component of phonological processing, are closely linked to children's literacy outcomes. Phonological awareness enables children to actively analyze and reflect upon the sound structure of words. ...
Phonological awareness is a critical component of phonological processing that predicts children’s literacy outcomes. Phonological awareness skills enable children to think about the sound structure of words and facilitates decoding and the analysis of words during spelling. Past research has shown that children’s vocabulary knowledge and working memory capacity are associated with their phonological awareness skills. Linguistic characteristics of words, such as phonological neighborhood density and orthography congruency have also been found to influence children’s performance in phonological awareness tasks. Literacy is a difficult area for deaf and hard of hearing children, who have poor phonological awareness skills. Although cochlear implantation (CI) has been found to improve these children’s speech and language outcomes, limited research has investigated phonological awareness in children with CI. Rhyme awareness is the first level of phonological awareness to develop in children with normal hearing (NH). The current study investigates whether rhyme awareness in children with NH (n = 15, median age = 5; 5, IQR = 11 ms) and a small group of children with CI (n = 6, median age = 6; 11.5, IQR = 3.75 ms) is associated with individual differences in vocabulary and working memory. Using a rhyme oddity task, well-controlled for perceptual similarity, we also explored whether children’s performance was associated with linguistic characteristics of the task items (e.g., rhyme neighborhood density, orthographic congruency). Results indicate that there is an association between vocabulary and working memory and performance in a rhyme awareness task in NH children. Only working memory was correlated with rhyme awareness performance in CI children. Linguistic characteristics of the task items, on the other hand, were not found to be associated with success. Implications of the results and future directions are discussed.
The reading ability of English readers has been shown to correlate with psychophysical measurements of dynamic visual information processing. This study investigated the relationship between reading ability and dynamic visual information processing in healthy adult native Japanese readers (n = 46). Reading ability was assessed using three different tests: the Japanese Adult Reading Test (JART), transposed-letter detection task, and oral reading. Principal component analysis was performed on the scores on the three reading tests to quantify reading ability. Psychophysical thresholds were measured for contrast detection and speed discrimination with a drifting grating stimulus as well as for tracking two targets among concentrically revolving objects, providing an upper speed limit for attentional tracking. Simple correlation analysis revealed that one of the principal components correlated with the tracking speed limit. In addition, another principal component correlated with the speed-discrimination threshold, which is consistent with previous findings in English readers. These results suggest that Japanese reading ability involves at least two different processes, each sharing underlying mechanisms with visual motion and attentional processing.
Supplementary Information
The online version contains supplementary material available at 10.1038/s41598-024-80172-0.
Early readers who have learned letter–sound correspondences do not always learn to read words through best practice reading instruction. This suggests a missing stimulus control for textual responses and the literature lacks an intervention to address this problem. Five kindergarten students who did not learn textual responses from reading instruction participated in this study. We used a combined pre- and posttest and multiple probe design to test the effects of a composite-to-component vocal phoneme segmentation (CtCVPS) intervention on the number of correct untaught (a) textual responses, (b) dictated written spelling responses, (c) vocal phoneme blends, (d) abstracted vocal phoneme segmentations, as well as (e) cumulative correct textual responses during reading instruction before and after the intervention. During the CtCVPS intervention participants were taught to listen to a set of composite words and vocalize the component phonemes. Correct responses emerged across all variables for all participants as a function of the intervention and all participants learned new textual responses from reading instruction after the CtCVPS intervention. These findings demonstrated that acquiring a generalized vocal phoneme segmentation repertoire through the CtCVPS intervention established necessary stimulus control for textual responding. Implications on the role of acquiring composite-to-component responses through the vocal phoneme segmentation intervention in learning to read and write are discussed.
Bringing together an international team of scholars, this pioneering book presents the first truly systematic, cross-linguistic study of variation in literacy development. It draws on a wide range of cross-cultural research to shed light on the key factors that predict global variation in children's acquisition of reading and writing skills, covering regions as diverse as North and South America, Asia, Australia, Europe and Africa. The first part of the volume deals with comprehensive reviews related to the variation of literacy in different regions of the globe as a function of socio-political, sociocultural, and language and writing system factors. The second part of the volume deals with comprehensive reviews related to the variation of literacy in different world regions. Offering a pioneering new framework for global literacy development, this groundbreaking volume will remain a landmark in the fields of literacy development and literacy teaching and learning for years to come.
La dislexia es el trastorno del uso escrito del lenguaje debido a la debilidad visoespacial en la percepción de las formas lingüísticas. En este trabajo, se postula que una posible caracterización funcional de los déficits de la naturaleza lingüística en hablantes pacientes que presentan dislexia cuando no se presupone todavía una total adquisición de la lectura y la escritura va a favorecer tanto el diagnóstico como la propuesta de intervención. Para demostrar esta hipótesis, estudiamos el caso de dos hablantes pacientes gemelos que comparten el diagnóstico de dislexia con el objetivo de comprobar el carácter genético-hereditario de la patología y proponer terapias específicas a partir del análisis funcional lingüístico. Así, presentamos el marco teórico que permite el conocimiento histórico y las definiciones ofrecidas sobre este trastorno, las dificultades que entraña su etiología y los diferentes modelos de intervención que existen actualmente para paliarlo. A continuación, realizamos el estudio de caso de los dos sujetos emparentados, comprobando, a partir de los resultados del estudio, que ambos hermanos sufren un retraso lector moderado con problemas de inversión y rotación y una escritura con problemas de inversión, rotación y disgrafía. El nivel de dislexia, aunque es similar, no es idéntico, lo que sugiere propuestas de intervención diferentes.
Cet article présente une revue des recherches dans deux domaines :
(1) L’acquisition de la lecture ; (2) L’impact des méthodes d’enseignement
sur cette acquisition. L’introduction donne un bref aperçu des différents
systèmes d’écriture et de ceux dans lesquels l’acquisition de la
lecture se produit le plus souvent. La première section (sur l’acquisition
de la lecture) est divisée en quatre parties : L’impact de la discrimination
phonologique et visuelle sur l’acquisition de la lecture ; Le développement
des compétences spécifiques à la lecture : décodage par mise en
correspondance des graphèmes avec les phonèmes qui correspondent
(CGPh) et identification des mots écrits (via des connexions avec ceux du
lexique oral) ; Le rôle des compétences spécifiques à la lecture et celui de
la compréhension orale dans la compréhension écrite ; Les facteurs expliquant
la compréhension en lecture. La deuxième section porte sur l’évaluation
des méthodes d’enseignement de la lecture et, en particulier, sur
les effets de celles qui utilisent les CGPh de façon précoce, systématique
et explicite par rapport aux autres méthodes
One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.
À l’image de son fonctionnement en usage, la référence revêt une trajectoire développementale complexe. Avant 3 ans les enfants attirent et maintiennent l’attention des adultes sur les objets du monde au moyen de ressources multimodales et vocales diverses. Vers 3 ans, iels produisent des chaînes référentielles renvoyant à diverses entités en dialogue coconstruit avec l’adulte. Pourtant, à l’âge scolaire, en récit, où les enfants doivent assumer une longue prise de parole sans étayage, ils ont du mal à exprimer si une entité est nouvelle ou donnée en discours au moyen de marqueurs adaptés. Un corpus de 324 récits recueillis auprès de 54 enfants de 4 à 8 ans a été constitué. Les formes utilisées pour référer aux entités ont été relevées et décrites selon leurs fonctions en discours. Dès 4 ans, les enfants utilisent des expressions référentielles globalement claires pour l’interlocutrice. Iels sont sensibles à la complexité référentielle des histoires en termes de nombre de référents, privilégiant les formes fortes pour expliciter la référence lorsque plusieurs personnages avec des caractéristiques différentes sont à distinguer en discours. En revanche, dans les séquences avec peu de personnages ayant des traits communs, les enfants sont moins sensibles à la concurrence entre référents et le récit est davantage saturé de pronoms personnels de 3e personne ambigus. À l’âge scolaire, les conduites sont moins dépendantes du nombre de référents à discriminer. L’influence de ce facteur reste importante mais les enfants choisissent davantage les expressions référentielles sur la base des fonctions discursives d’introduction, de maintien ou de réintroduction des référents.
Bibliografia do Novo Deit Libras, 3ª edição revista e ampliada (2015). A publicação lista 2.841 referências bibliográficas que foram consultadas para a elaboração da 3a. edição revista e ampliada do Novo Deit-Libras: Novo Dicionário Enciclopédico Ilustrado Trilíngue da Língua de Sinais Brasileira. As referências cobrem campos como os de Psicologia e Neuropsicologia Cognitivas e do Desenvolvimento, Linguística e Neuropsicolinguística Cognitiva, Educação, Educação de Surdos, História de Educação de Surdos, Filosofias educacionais em surdez, Fonoaudiologia, Antropologia Cultural, dentre muitos outros. Como esse dicionário propõe, em diversos capítulos associados, um novo modelo de lexicografia e lexicologia da Libras, grande esforço foi feito na justificação e explicação das bases desse modelo. O dicionário encarna, usa e ilustra esse novo modelo. References used in the New Encyclopedic Illustrated Dictionary of Brazilian Sign Language, 3rd edition (2015). The publication lists 2,841 references that were used to support the elaboration of the Brazilian Sign Language Encyclopedic Dictionary, 3rd edition. The references cover fields such as Cognitive and Developmental Psychology and Neuropsychology, Cognitive Linguistics and Neurolinguistics and Neuropsycholinguistics, Applied Linguistics, Lexicography, Lexicology, Education, Deaf Education, Special Education, History of Education, Bilingualism, History of Deaf Education, Speech Language Pathology, Cultural Anthropology, among many othes. In several chapters, this seminal dictionary advances a groundbreaking original model dicionário in sign language lexicography and lexicology. The chapters justify and explain such a model, which is embodied by the dictionary itself.
Résumé L’objet de cet article est de rapporter les résultats à mi-parcours d’un entraînement de trois ans portant sur le rôle de la conscience phonologique dans la maîtrise de la lecture chez des élèves de cycle 3 en difficulté. La conscience phonologique est la connaissance consciente et explicite du fait que les mots du langage oral sont composés d’unités plus petites (syllabes, rimes, phonèmes). Elle est un bon prédicteur en maternelle d’un apprentissage réussi de la lecture. Il s’agit ici de le transposer en remédiateur des difficultés en fin de scolarité élémentaire. Notre échantillon est composé de 300 élèves répartis en un groupe témoin et un groupe expérimental. Une analyse statistique des résultats intermédiaires met en évidence l’effet de l’entraînement après un an et demi.
This study aimed to analyze and report first, second and third grade students' errors in auditory and visual discrimination, letter recognition, sight word recognition, word recognition in context, sound-symbol association, and structural analysis sub-skills to identify the difficulties that students in the three grade levels have in word identification. A word-identification diagnostic test that consisted of those 7 subskills was developed. The test was administered to a sample of 328 students in grade 1, 344 students in grade 2, and 320 students in grade 3 in 10 public schools in the Makkah School District. Analysis of the students' responses to the Diagnostic Word Identification test showed that the easiest sub-skills for the three grades were: visual and auditory discrimination, sight word recognition or word recognition in context; and to a moderate degree: letter recognition; and the most difficult sub-skills were sound-symbol association and structural analysis respectively. The three grades were significantly different in their mean error in word, identification in general and in the different sub-skills. The first grade mean error was greater than the second and third grade mean error in auditory and visual discrimination, letter recognition and word recognition in context, but there were no significant differences between the second and third grade mean error. The first grade mean error was greater than second grade and the second grade mean error was greater than third grade in sight word recognition, sound-symbol association and structural analysis and the total number of errors. Students' mastery of word identification in general and of each sub-skill gets better as they proceed from one grade to a higher one. The correlation between the total error score and errors in each sub-skill was positive, significant, and greater than the correlation between the errors in the sub-skills
This article was adapted from the E. L. Thorndike Address that I delivered at the August, 2019 meeting of the American Psychological Association in Chicago. I trace my career as an educational psychologist in the context of the enormous changes, both theoretical and societal, that occurred during my years as an active researcher. Reading, the focus of my research (both beginning reading and reading comprehension), was very much affected by these changes, and so, of course, was I. I end with a discussion of one of today's prime paradigms for evaluating instructional research and offer suggestions for future investigations.
The present study investigates the nature of the spelling-to-sound correspondences taught to enhance phonemic awareness in prereaders. The main assumption in the literature is that learning the
alphabetic code through letter-to-phoneme correspondences is the best way to improve phonemic awareness. The alternative syllabic bridge hypothesis, based on the saliency and early availability of
syllables, assumes that learning to associate letters to phonological syllables enables phoneme units to be the mirror of the letters and to become accessible, thereby developing phonemic awareness of prereaders. A total of 222 French-speaking prereaders took part in a 4-session learning program based on correspondences either between letters and syllables (letters-to-syllable group) or between letters and phonemes (letter-to-phoneme group), and the fifth last session on coding and decoding. Our results showed a greater increase in phonemic awareness in the letters-to-syllable group than in the letter-to-phoneme group. The present study suggests that teaching prereaders letters-to-syllable correspondences is a key to successful reading.
Developmental dyslexia (DD), a severe and frequent disorder of reading acquisition, is characterized by a diversity of cognitive and motor deficits whose interactions still remain under debate. Although deficits in the automatization of sensorimotor control have been highlighted, internal action representation allowing prediction has never before been investigated. In this study, we considered action representation of 18 adolescents with pure DD and 18 age‐matched typical readers. Participants actually and mentally performed a visually guided pointing task involving strong spatiotemporal constraints (speed/accuracy trade‐off paradigm). While actual and mental movement times of typical readers were isochronous and both conformed to Fitts’ law, the movement times of dyslexics differed between conditions, and only the actual movement times conformed to Fitts’ law. Furthermore, the quality of motor imagery correlated with word reading abilities. This suggests that the process of action representation is impaired in pure DD and supports the sensorimotor perspective of DD. Theoretical implications are discussed.
The research deals with blending and segmenting of reading acquisition skills given to the Early Literacy of K-1 and K-2 Children in I Can Read English Course in Bandung City. The research aims at identifying (1) which skill should be taught first to the students of bilingual school (K1 and K2), blending or segmenting and (2) in using the blending and segmenting, which word divisions (CVC, VCC, CCV) should be taught first to the students of bilingual school (K1-K2). The main data source in this descriptive quantitative research is taken mainly from 38 students of I Can Read English Course studying in bilingual school of K1 and K2. The research stage consists of following steps: Dividing students into two groups, which will be taught Segmenting-Blending and Blending-Segmenting for ten (10) meetings, providing a list of three word division groups which will be used by the instructor later to test the student
A study reported here indicates that the prevalence of dyslexia in Japan (0.98%) is some ten times lower than in Western countries. Transcultural epidemiology of reading disability is hardly found in psychiatric literature. No investigators refer to specific features of language and script, the direct object of reading behavior. It is proposed in this paper that the specificity of the used language is the most potent contributing factor in the formation of reading disability.
Man could not perceive speech well if each phoneme were cued by a unit sound. In fact, many phonemes are encoded so that a single acoustic cue carries information in parallel about successive phonemic segments. This reduces the rate at which discrete sounds must be perceived, but at the price of a complex relation between cue and phoneme: cues vary greatly with context, and there are, in these cases, no commutable acoustic segments of phonemic size. Phoneme perception therefore requires a special decoder. A possible model supposes that the encoding occurs below the level of the (invariant) neuromotor commands to the articulatory muscles. The decoder may then identify phonemes by referring the incoming speech sounds to those commands.
Analyzes oral reading errors observed in a first-grade classroom as approximations to the correct response in terms of letters, word structure, grammatical acceptability, and semantic appropriateness. A measure of graphic similarity showed that better readers excelled weaker readers in more closely approaching the correct response; both groups improved throughout the year. On the syntactic level, judgments of grammatical acceptability reinforced by part-of-speech analysis showed that the class made responses that in general conformed to the constraints of preceding grammatical context, indicating that both strong and weak readers brought their knowledge of linguistic structure to bear on the identification of words. Some evidence arose for an inverse relationship in the use of graphic information and grammatical context. Judgments of semantic appropriateness in the sentence indicated that a response that was syntactically acceptable was almost always semantically appropriate as well./// [French] Analyse les erreurs faites dans la lecture dans une classe de première année, et les voit comme approximations à une réponse juste à l'égard des lettres, de la structure d'un mot, de l'admissibilité grammaticale, et de la justesse sémantique. Une mesure des similarités graphiques a démontré que les lecteurs forts se sont mieux approchés des réponses justes que les faibles, et que chaque groupe s'améliorait au cours de l'année. Au niveau de la syntaxe, les jugements d'admissibilité grammaticale--tels qu'ils one été renforcés par une analyse selon les parties du discours--ont montré que la classe a fait, en général, des réponses qui conformaient aux limites d'un contexte antérieur de grammaire. Ce qui indique que les lecteurs, et forts et faibles, ont voulu apporter lors de l'identification des mots leur propre connaissance de la structure linguistique. Il y a de l'évidence pour suggérer un rapport inverse dans l'usage des informations graphiques et du contexte grammatical. Les jugements de justesse sémantique dans la phrase ont indiqué qu'une réponse acceptable selon la syntaxe était tout aussi bien à peu près toujours juste selon la sémantique./// [Spanish] Se analizan los errores observados en la lectura oral en salas de clases de primer grado, como aproximaciones a las respuestas correctas en cuanto se refiere a las letras, la estructura de las palabras, aceptabilidad gramatical y aptitud semántica. Una medida de similaridad gráfica demostró que los buenos lectores eran superiores a los lectores flojos en que se aproximaban más a dar una respuesta correcta; ambos grupos mejoraron durante el año. En el nivel sintáctico, se juzgó la aceptabilidad gramatical, reforzada por análisis de la parte de la oración, y se encontró que la clase daba respuestas que en general conformaban con las represiones del contexto gramatical precedente, indicando que tanto los lectores buenos como los malos imponían su conocimiento de la estructura linguística respecto a la identificación de palabras. Se presentó alguna evidencia de relación inversa en el uso de la información gráfica y el contexto gramatical. Criterios sobre la aptitud semántica de la oración indicaron que las respuestas sintáticamente aceptables casi siempre eran también semanticamente adecuadas.
Minimal cerebral dysfunctions are noted as primary cause for learning disability in children. Although children have normal capacities for learning, it is stated that their cognitive processes have been altered and special instructional techniques and procedures are needed. The various types of learning disabilities are discussed. (EB)
Examines the nature and causes of the difficulty that poor readers have with phonemic segmentation. Prevailing hypotheses concerning why a normal child fails to learn to read easily are discussed, as well as the relationships of phonemes to speech perception, and of reading readiness programs to being ready to read. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reversals of letter sequence and letter orientation in reading isolated words occurred in significant quantity only among the poorer readers in the 2nd grade class studied. The 2 types of reversals were uncorrelated and therefore cannot reflect a single process as Orton implied. Sequence reversals were more closely related to other kinds of reading errors than were orientation reversals. The linguistic context as well as optical reversibility of letters is a determinant of confusions in letter orientation. Reading ability assessed by the analytic test composed of isolated words was highly correlated with reading proficiency on a conventional paragraphs test. This suggests that the problems of the beginning reader have more to do with word construction than with strategies for scanning connected text. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Basic research in speech and the lateralization of language is shown to illuminate the problems of reading and some of its disabilities. First, it is pointed out how speech, or language for the ear, differs markedly from reading, or language for the eye. Though the sounds of speech are a very complex code and the optical shapes of written language are a simple cipher or alphabet on the phonemes, we all perceive speech easily but read only with difficulty. Perceiving speech is easy because, as members of the human race, we all have access to a special physiological apparatus that decodes the complex speech signal and recovers the segmentation of the linguistic message. Reading is hard because the phonemic segmentation, which is automatic and intuitive in the case of speech, must be made fully conscious and explicit. The syllabic method supplemented by phonics (used with certain reservations) is suggested for remediation of segmentation problems. Second, it is posited that since the sounds of speech are processed differently from non-speech sounds, the two should not be diagnosed and remediated interchangeably. Third, it is shown that the relationships among cerebral lateralization for language, handedness and poor reading can now be studied more meaningfully because of the recent development of new techniques.
A truism often heard in the opening lecture of graduate classes in education is that we have few answers to the problems that beset us, only questions. In the field of reading, the difficulty may be owing at least in part to our impatient attempts to find immediate solutions for the teacher and the student in the classroom, and our consequent neglect of basic research. I should like to suggest today how knowledge of basic research in related disciplines may lead to clues for improving beginning reading instruction and the lot of the disabled reader—if only by affording us a deeper understanding of the reading process.
The conversion between phonetic message and acoustic signal, i.e., speech, is a grammatical code, similar in interesting ways to syntax and phonology. Being more accessible to experiment, speech should, therefore, be an inviting object of study for those interested in the psychology of grammar. Experiments on speech have already provided some information about the psychological processes associated with the use of grammatical codes.
"Proceedings of a conference on 'the relationships between speech and learning to read' in a series entitled Communicating by language, sponsored by the National Institute of Child Health and Human Development, National Institutes of Health [held May 16-19, 1971, at Belmont, Elkridge, Md.]" Includes bibliographies. Edited by James F. Kavanagh and Ignatius G. Mattingly.
With 2.5 to 5.5 hours of tutoring, eight second-grade inner-city school children with clear reading disability were taught
to read English material written as 30 different Chinese characters. This accomplishment eliminates certain general interpretations
of dyslexia, for example, as a visual-auditory memory deficit. The success of this program can be attributed to the novelty
of the Chinese orthography and to the fact that Chinese characters map into speech at the level of words rather than of phonemes.
It is proposed that much reading disability can be accounted for in terms of the highly abstract nature of the phoneme (the
critical unit of speech in alphabetic systems) and that an intermediate unit, such as the syllable, might well be used to
introduce reading.
The pattern of errors of second grade pupils in reading isolated words was analyzed, particularly with respect to reversals of letter sequence and letter orientation. These occurred in significant quantity only among the poorer readers in the school class. The two types of reversals were uncorrelated and, therefore, cannot reflect a single process as Orton had implied. Sequence reversals were more closely related to other kinds of reading errors than were orientation reversals. The linguistic context as well as optical reversibility of letters is a determinant of confusions in letter orientation. Reading ability assessed by the analytic test composed of isolated words was highly correlated with reading proficiency on a conventional paragraphs test. This suggests that the problems of the beginning reader have more to do with word construction than with strategies for scanning connected text.
To review some aspects of learning and its difficulties, learning understood as meaning a process that allows the nervous system to develop, and also as acquisition and consolidation, and as a synaptic and neocortical process. Likewise, we also intend to analyse the role played by the environment as well as the relations between learning and maturing, and between learning and plasticity. It is also our aim to define learning difficulties and to discuss how they can be classified. Finally, this study also seeks to consider diagnosis and the different possibilities it may offer.
The main issue analysed here is the diagnosis of learning disorders, which is classified as being either positive (syndromatic, topographic, aetiological) or differential; the paper also describes the ways such diagnoses can be carried out and the role played by an interdisciplinary team is underlined.
Attention is drawn to the importance of this subject owing to the large numbers of children who visit a specialist because of a possible learning disorder. At the same time we also highlight the fact that the members of the team that study these children will need to have a sound and comprehensive training because of the many pathologies that may be at play. Lastly, we discuss the need to conduct this research to resolve certain aspects that are not well understood.
Misreading: a search for causes In Lan-guage by Ear and by Eye: The Relalionships between Speech aped Reading Segments, features, and analysis by synthesis
- D Shankweiler
- I Y Liberman
- K N Stevens
Shankweiler, D. and Liberman, I. Y, 1972. Misreading: a search for causes. In Lan-guage by Ear and by Eye: The Relalionships between Speech aped Reading, eds. J. F. Kavanagh and I. G. Mattingly. Cambridge, Massachusetts: M. I. T. Press. Stevens, K. N. 1972. Segments, features, and analysis by synthesis. In Language by Ear and by Eye: The Relationships belu,een Speech and Reading, eds. J. F. Kavanagh and I. G. Mattingly. Cambridge, Massachusetts: M. I. T. Press.
Patterns of Impairment in Specific Reading Disability
- D G Doehring
- D. G. Doehring
How alphabets might reflect language. InLanguage by Ear and by Eye: The Relationships between Speech and Reading
- E S Klima
- E. S. Klima
What the child knows about speech when he starts to learn to read. InLanguage by Ear and by Eye: The Relationships between Speech and Reading
- H Savin
- H. Savin
Segments, features, and analysis by synthesis. InLanguage by Ear and by Eye: The Relationships between Speech and Reading
- K N Stevens
- K. N. Stevens
Misreading: a search for causes. InLanguage by Ear and by Eye: The Relationships between Speech and Reading
- D Shankweiler
- I Y Liberman
- D. Shankweiler
Discussion inCommunicating by Language: The Reading Process
- R L Venezsky
- R. L. Venezsky
Reading, the linguistic process and linguistic awareness. InLanguage by Ear and by Eye: The Relationships between Speech and Reading
- I G Mattingly
- I. G. Mattingly
Children Who Cannot Read
- M Monroe
- M. Monroe
Learning Disabilities
- D J Johnson
- H R Myklebust
- D. J. Johnson
Reading and Its Difficulties
- M D Vernon
- M. D. Vernon