@article{YanPanLaubrocketal.2013,
  author    = {Yan, Ming and Pan, Jinger and Laubrock, Jochen and Kliegl, Reinhold and Shu, Hua},
  title     = {Parafoveal processing efficiency in rapid automatized naming a comparison between Chinese normal and dyslexic children},
  series = {Journal of experimental child psychology},
  volume    = {115},
  journal   = {Journal of experimental child psychology},
  number    = {3},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0022-0965},
  doi       = {10.1016/j.jecp.2013.01.007},
  pages     = {579 -- 589},
  year      = {2013},
  abstract  = {Dyslexic children are known to be slower than normal readers in rapid automatized naming (RAN). This suggests that dyslexics encounter local processing difficulties, which presumably induce a narrower perceptual span. Consequently, dyslexics should suffer less than normal readers from removing parafoveal preview. Here we used a gaze-contingent moving window paradigm in a RAN task to experimentally test this prediction. Results indicate that dyslexics extract less parafoveal information than control children. We propose that more attentional resources are recruited to the foveal processing because of dyslexics' less automatized translation of visual symbols into phonological output, thereby causing a reduction of the perceptual span. This in turn leads to less efficient preactivation of parafoveal information and, hence, more difficulty in processing the next foveal item.},
  language  = {en}
}
@article{EhmLonnemannBrandenburgetal.2019,
  author    = {Ehm, Jan-Henning and Lonnemann, Jan and Brandenburg, Janin and Huschka, Sina Simone and Hasselhorn, Marcus and Lervag, Arne},
  title     = {Exploring factors underlying children's acquisition and retrieval of sound sound-symbol association skills},
  series = {Journal of experimental child psychology},
  volume    = {177},
  journal   = {Journal of experimental child psychology},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0022-0965},
  doi       = {10.1016/j.jecp.2018.07.006},
  pages     = {86 -- 99},
  year      = {2019},
  abstract  = {Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations.},
  language  = {en}
}