childLex: a lexical database of German read by children

Schroeder, Sascha; Würzner, Kay-Michael; Heister, Julian; Geyken, Alexander; Kliegl, Reinhold

doi:10.3758/s13428-014-0528-1

Cited by 145 publications

(129 citation statements)

References 20 publications

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“…The item set contained 80 words, 80 pseudohomophones, and 80 nonwords (e.g., Hand, Hant, Hond, see the appendix for full item list) and 60 filler items. Forty short (three to five letters) and 40 long words (six to nine letters) with high frequency (mean absolute frequency of 1537.80 for 9-to 10-year-old children according to childLex corpus; Schroeder, Würzner, Heister, Geyken, & Kliegl, 2015) were selected. Pseudohomophones were derived from the words by exchanging one phonologically identical grapheme and nonwords were derived by exchanging one grapheme per syllable.…”

Section: Eye-tracking Paradigmmentioning

confidence: 99%

“…Pseudohomophones were derived from the words by exchanging one phonologically identical grapheme and nonwords were derived by exchanging one grapheme per syllable. Words, pseudohomophones, and nonwords were matched on number of letters, bigram-frequency, and trigram-frequency according to childLex (Schroeder et al, 2015). Item characteristics are shown in Table 2.…”

Section: Eye-tracking Paradigmmentioning

confidence: 99%

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Lexical Reading in Dysfluent Readers of German

Gangl

Moll

Jones

et al. 2017

Scientific Studies of Reading

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Dyslexia in consistent orthographies like German is characterized by dysfluent reading, which is often assumed to result from failure to build up an orthographic lexicon and overreliance on decoding. However, earlier evidence indicates effects of lexical processing at least in some German dyslexic readers. We investigated variations in reading style in an eyetracking paradigm with German dysfluent 3rd and 4th graders. Twenty-six TypFix-readers (fixation counts within the range of 47 age-matched typical readers) were compared with 42 HighFix-readers (increased fixation counts). Both groups showed lexical access: Words were read more efficiently than nonwords and pseudohomophones. TypFix-readers showed stronger reliance on lexical reading than HighFix-readers (smaller length effects for number of fixations and total reading time, stronger lexicality effects for gaze duration, stronger word-pseudohomophone effects for mean saccade amplitude). We conclude that in both groups, sublexical and lexical reading processes were impaired due to inefficient visual-verbal integration.

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Section: Eye-tracking Paradigmmentioning

confidence: 99%

Section: Eye-tracking Paradigmmentioning

confidence: 99%

Lexical Reading in Dysfluent Readers of German

Gangl

Moll

Jones

et al. 2017

Scientific Studies of Reading

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“…For comparison, we will also provide corresponding results from three existing nondevelopmental databases for (young) adults: the Dutch Lexicon Project (DLP; Keuleers, Diependaele, & Brysbaert, 2010), the British Lexicon Project (BLP; Keuleers et al, 2012), and the English Lexicon Project (ELP; Balota et al, 2007). Finally, we will compare the correlations between the RTs in different age groups and various frequency estimates derived from German corpora for adults (SUBTLEX-DE; see Brysbaert et al, 2011;CELEX, see Baayen, Piepenbrock, & Gulikers, 1995;and DWDS, see Geyken, 2007) and children (childLex; see Schroeder, Würzner, Heister, Geyken, & Kliegl, 2015).…”

Section: Theoretical Aims Of the Present Studymentioning

confidence: 99%

“…To ensure that all words are known even by children in Grade 2, we intentionally did not select words with very low frequencies (by inspecting corresponding adult norms), proper names, and words that are very specialized. After data collection, we compared the words in the DeveL sample to the frequencies of the childLex corpus (Schroeder et al, 2015). Results showed that we were successful in selecting words that were appropriate for primary school children, but not too infrequent: Overall, only three words of the DeveL subset were not included in childLex and only 11 words had normalized frequency values below 1/million.…”

Section: Stimulimentioning

confidence: 99%

“…We included frequency norms of both the childLex (version 0.16, December 2015; see Schroeder, Würzner, Heister, Geyken, & Kliegl, 2015) and the DWDS corpus (Digitales Wörterbuch Deutscher Sprache, version 0.4, January 2014; see Geyken, 2007). childLex norms are derived from a set of ten million tokens drawn from 500 of the most popular German children's books.…”

Section: Frequency Characteristicsmentioning

confidence: 99%

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The Developmental Lexicon Project: A behavioral database to investigate visual word recognition across the lifespan

Schröter

Schroeder

2017

Behav Res

Self Cite

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With the Developmental Lexicon Project (DeveL), we present a large-scale study that was conducted to collect data on visual word recognition in German across the lifespan. A total of 800 children from Grades 1 to 6, as well as two groups of younger and older adults, participated in the study and completed a lexical decision and a naming task. We provide a database for 1,152 German words, comprising behavioral data from seven different stages of reading development, along with sublexical and lexical characteristics for all stimuli. The present article describes our motivation for this project, explains the methods we used to collect the data, and reports analyses on the reliability of our results. In addition, we explored developmental changes in three marker effects in psycholinguistic research: word length, word frequency, and orthographic similarity. The database is available online.Keywords Visual word recognition . Development . Mega studies . Lexical decision . NamingThere is an extensive body of research on the visual word recognition processes in skilled adults (e.g., Balota et al., 2007). On the basis of this research, several computational models have been developed that account for many of the benchmark effects observed in word processing tasks such as lexical decision (LD) or naming (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001;Harm & Seidenberg, 2004;Perry, Ziegler, & Zorzi, 2007). Most of these models, however, only aim at explaining the reading behavior of proficient adults who have already acquired the ability to read. In recent years, some efforts have been made to bring interindividual differences into the picture (Andrews & Lo, 2012; Adelman, Sabatos-DeVito, Marquis, & Estes, 2014;Kuperman & van Dyke, 2013;Yap, Balota, Sibley, & Ratcliff, 2012). Arguably, however, the most pronounced differences between readers are intra-individual in nature: Children are not born with the ability to read but need years of extensive practice in order to learn it. And even during adulthood, profound changes take place in lexical and sublexical processing (Balota, Cortese, Sergent-Marshall, Spieler, & Yap, 2004;Ratcliff, Perea, Colangelo, & Buchanan, 2004). Yet, developmental models of the visual word recognition process are still rather scarce (but see Pritchard, Coltheart, Marinus, & Castles, 2016;Ziegler, Bertrand, Lété, & Grainger, 2014). One of the main reasons for this is that very few studies have been conducted that investigate visual word recognition across the lifespan within a coherent framework. Thus, at present, the empirical data that are necessary to feed any computational modeling efforts are missing.The present article describes the Developmental Lexicon Project (DeveL), which provides a linguistic database for 1,152 German words including behavioral measures of how they are processed at different age groups across the lifespan. Extending the logic and methodology of existing mega studies on visual word recognition (Balota et al., 2007;Balota, Yap, Hutchison, & Cortese, 2012;...

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Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy

Liebig

Froehlich

Sylvester

et al. 2021

Human Brain Mapping

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The main objective of this longitudinal study was to investigate the neural predictors of reading acquisition. For this purpose, we followed a sample of 54 children from the end of kindergarten to the end of second grade. Preliterate children were tested for visual symbol (checkerboards, houses, faces, written words) and auditory language processing (spoken words) using a passive functional magnetic resonance imaging paradigm. To examine brain-behavior relationships, we also tested cognitive-linguistic prereading skills at kindergarten age and reading performance of 48 of the same children 2 years later. Face-selective response in the bilateral fusiform gyrus was positively associated with rapid automatized naming (RAN). Response to both spoken and written words at preliterate age was negatively associated with RAN in the dorsal temporo-parietal language system. Longitudinally, neural response to faces in the ventral stream predicted future reading fluency. Here, stronger neural activity in inferior and middle temporal gyri at kindergarten age was associated with higher reading performance. Our results suggest that interindividual differences in the neural system of language and reading affect literacy acquisition and thus might serve as a marker for successful reading acquisition in preliterate children.

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childLex: a lexical database of German read by children

Cited by 145 publications

References 20 publications

Lexical Reading in Dysfluent Readers of German

Lexical Reading in Dysfluent Readers of German

The Developmental Lexicon Project: A behavioral database to investigate visual word recognition across the lifespan

Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy

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