Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading of words with one-to-one grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading procedure in which a word’s pronunciation is activated after its meaning is obtained. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

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Publisher
Springer Netherlands
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-009-9192-8
Publisher site
See Article on Publisher Site

Abstract

The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading of words with one-to-one grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading procedure in which a word’s pronunciation is activated after its meaning is obtained.

Journal

Reading and WritingSpringer Journals

Published: Jul 5, 2009

References

  • Context-sensitive rules and word naming in Italian children
    Barca, L; Ellis, AW; Burani, C
  • Stress regularity or consistency? Reading aloud Italian polysyllables with different stress patterns
    Burani, C; Arduino, LS
  • Word morphology and lexical comprehension in Williams Syndrome
    Burani, C; Bimonte, D; Barca, L; Vicari, S
  • How early does morpholexical reading develop in readers of a shallow orthography?
    Burani, C; Marcolini, S; Stella, G
  • Routes to reading: A report of a non-semantic reader with equivalent performance on regular and exception words
    Gerhand, S
  • Cognitive functioning in adults with Williams Syndrome
    Howlin, P; Davies, M; Udwin, O
  • Length effect in reading and lexical decision: Evidence from skilled readers and a developmental dyslexic participant
    Juphard, A; Carbonnel, S; Valdois, S
  • Word reading and reading related skills in adolescents with Williams Syndrome
    Levy, Y; Smith, J; Tager-Flusberg, H

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