Reliance on orthography and phonology in reading of Chinese
- BackgroundDisruptions of reading processes due to text substitutions can measure how readers use lexical information. MethodsWith eye-movement recording, children and adults viewed sentences with either identical, orthographically similar, homophonic or unrelated substitutions of the first characters in target words. To the extent that readers rely on orthographic or phonological cues, substitutions that contain such cues should cause less disruption reading than do unrelated substitutions. ResultsOn pretarget words, there was a reliable reduction in gaze duration due to homophonic substitution only for children. On target words, we observed reliable recovery effects due to orthographic similarity for adults. On post-target words, adults had better orthographic-based and phonological-based recovery abilities than children. ConclusionsThe combination of eye movement recording and the error detection paradigm offers a novel implicit paradigm for studying reading development: during sentence reading, beginning readers of Chinese may relyBackgroundDisruptions of reading processes due to text substitutions can measure how readers use lexical information. MethodsWith eye-movement recording, children and adults viewed sentences with either identical, orthographically similar, homophonic or unrelated substitutions of the first characters in target words. To the extent that readers rely on orthographic or phonological cues, substitutions that contain such cues should cause less disruption reading than do unrelated substitutions. ResultsOn pretarget words, there was a reliable reduction in gaze duration due to homophonic substitution only for children. On target words, we observed reliable recovery effects due to orthographic similarity for adults. On post-target words, adults had better orthographic-based and phonological-based recovery abilities than children. ConclusionsThe combination of eye movement recording and the error detection paradigm offers a novel implicit paradigm for studying reading development: during sentence reading, beginning readers of Chinese may rely on phonological mediation, while skilled readers have more direct access to semantics from orthography.…
| Author details: | Wei Zhou, Hua Shu, Kevin Miller, Ming YanORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1111/1467-9817.12111 |
| ISSN: | 0141-0423 |
| ISSN: | 1467-9817 |
| Title of parent work (English): | Journal of research in reading : a journal of the United Kingdom Reading Association |
| Subtitle (English): | a developmental study |
| Publisher: | Wiley |
| Place of publishing: | Hoboken |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2017/03/16 |
| Publication year: | 2017 |
| Release date: | 2021/12/07 |
| Volume: | 41 |
| Issue: | 2 |
| Number of pages: | 22 |
| First page: | 370 |
| Last Page: | 391 |
| Funding institution: | Natural Science Foundation of ChinaNational Natural Science Foundation of China [31271082, 31671126, 31500886, 31611130107]; Deutsche ForschungsgemeinschaftGerman Research Foundation (DFG) [KL 955/18]; Research Fund for the Talented Person of Beijing City Grant [2014000020124G238]; Beijing Municipal Science and Technology CommissionBeijing Municipal Science & Technology Commission [Z151100003915122]; Beijing Advanced Innovation Center for Imaging Technology [BAICIT-2016018] |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
| DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie |
| Peer review: | Referiert |
