Context effects on heterophonic-homography resolution in learning to read hebrew

Bar-On, Amalia; Dattner, Elitzur; Ravid, Dorit

doi:10.1007/s11145-016-9685-1

Cited by 20 publications

(14 citation statements)

References 44 publications

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“…It is important to note that morpho-orthographic identification skills are not sufficient for reading ɣayr-maʃku:l texts. The high prevalence of homographic words in every Arabic text requires efficient reliance on context, as well as monitoring abilities (Bar-On et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…With no information about the 3 short vowels and the null vowelization, there are, in principle, many possible phonological renderings, including the above example mustaqbal (“future”), as well as mastuqbal, mistuqbil, musataqbul, mustaqbil , and so on. While the first three examples are nonlexical, the last one ( mustaqbil ) is lexical, and means “host.” The ɣayr-maʃku:l MSTQBL مستقبل illustrates the two major challenges that children face in reading the opaque script: (a) identifying the word encoded in the written string, and (b) resolving the homographic word, a single letter string that has multiple phonological possibilities, each of which is associated with a different meaning (Bar-On, Dattner, & Ravid, 2017; Perfetti & Hart, 2001). Homography, which is omnipresent in both Arabic (Saiegh-Haddad & Hentkin-Roitfarb, 2014) and Hebrew (Shimron & Sivan, 1994), is beyond the scope of the current study, which focuses on word identification.…”

Section: Representation Of Phonology and Morphology In The Arabic Ortmentioning

confidence: 99%

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Contribution of phonological and morphological information in reading Arabic: A developmental perspective

Bar-On

Shalhoub‐Awwad

Tuma-Basila

2018

Applied Psycholinguistics

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Arabic-speaking students learn to read a transparent maʃku:l script, which provides full vowel information using letters to represent long vowels and phonemic diacritics for short vowels. Gradually, they progress to an opaque ɣayr-maʃku:l script, without diacritics. In this script, internal short vowels can be retrieved using morphological information about word patterns. The current study compared the contribution of phonological information to that of morphological information in the reading acquisition process in Arabic. Four Arabic-speaking groups (2nd, 4th, 6th grades, and adults) read three lists of pseudowords aloud. Two lists included the same morphologically based pseudowords (MPW), one maʃku:l and the second ɣayr-maʃku:l. The third list comprised matched maʃku:l nonwords (NW) with no internal morphological structure. All groups read the ɣayr-maʃku:l MPW list faster than the two other maʃku:l lists, and maʃku:l NWs were read the slowest. There was an age by list type accuracy interaction: while ɣayr-maʃku:l MPWs were read more accurately with increasing age, there were no differences between the student groups with respect to either of the other two lists. However, maʃku:l MPWs were read more accurately than maʃku:l NWs. The findings suggest that from very early on, morphology exceeds phonology, playing a crucial role in supplementing missing vowel information.

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Section: Discussionmentioning

confidence: 99%

Section: Representation Of Phonology and Morphology In The Arabic Ortmentioning

confidence: 99%

Contribution of phonological and morphological information in reading Arabic: A developmental perspective

Bar-On

Shalhoub‐Awwad

Tuma-Basila

2018

Applied Psycholinguistics

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“…The GP phenomenon sheds light on the various processes involved in evoking interpretation, such as the cumulative effect of context and monitoring and reanalysis processes. Using GP sentences, Bar-On et al (2017) examined voiced reading of Hebrew ht-homographic words in novice readers (2 nd to 4 th graders), more proficient readers (7 th graders), and fully skilled readers (11 th graders and adults). Though all groups showed significantly lower accuracy in deciphering the homographic word in GP sentences than non-GP sentences, accurate deciphering in GP sentences increased in relation to reading proficiency, with novice readers reaching 20%, more proficient readers peaking at 30%, 11 th graders reaching close to 40%, and adults reaching over 50% accuracy.…”

Section: Lexical Ambiguity Resolutionmentioning

confidence: 99%

“…The high frequency of such words in Hebrew texts requires readers to lean on context for accurate interpretation (Share & Bar-On, 2018). Research in this area has most often addressed the words preceding an ambiguous word, which are known to affect ambiguity resolution (Bar-On, Ravid, & Dattner, 2017). However, the words succeeding an ambiguous word are likely to play a role in its resolution as well.…”

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confidence: 99%

Resolving homography: The role of post-homograph context in reading aloud ambiguous sentences in Hebrew

Bar-On¹,

Dattner²,

Braun-Peretz³

2019

Applied Psycholinguistics

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This study examined whether the context immediately succeeding a heterophonic-homographic word (ht-homographic) plays a role in ambiguity resolution during voiced reading of Hebrew. A pretest was designed to find the preferred alternatives of 12 ht-homographic words: 20 adult subjects completed truncated sentences, each ending with a homographic word, preceded by a context allowing for both of its alternatives to be read. Following the pretest, each word was embedded in four research conditions determined by post-homographic context (keeping preceding context constant): two adjacent revealing contexts, one supporting the preferred alternative and the other the un-preferred alternative; and two distant revealing contexts, one supporting the preferred alternative and the other the un-preferred alternative. Four lists of 12 sentences, each including the four conditions, were then read aloud by four groups of 20 adults. Results from a generalized linear mixed-model analysis showed that the immediately succeeding context affected the deciphering of un-preferred alternatives in voiced reading. An item analysis further showed that highly preferred alternatives were less prone to the immediately succeeding context effect than slightly preferred alternatives. We conclude that the context immediately succeeding a ht-homographic word plays a role in ambiguity resolution during voiced reading, through interactions with the word’s lexical and syntactic characteristics.

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“…For example, the above example – MŠQPT (תפקשמ) – represents not only miškèfet (binocular) but also mešakèfet (she reflects). The high level of lexical ambiguity of unpointed Hebrew text requires heavy reliance on the sentential context [59]. However, the role of context in reading Hebrew is beyond the scope of the current study, which aims to explore the use of phonological and morphological information in single-word reading.…”

Section: Introductionmentioning

confidence: 99%

Morpho-Orthographic Processing in Children with Autism Spectrum Disorder: The Case of Hebrew Orthography

Ferman

Bar-On

2017

Folia Phoniatr Logop

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Objective: Most studies on word reading in children with autism spectrum disorder (ASD) focus on graphemic-phonemic decoding and the direct orthographic route. To extend the scope, we investigated morpho-orthographic identification beyond graphemic-phonemic abilities. Patients and Methods: The original study included 31 sixth-grade children with ASD and comparison groups of typically developing (TD) children: 23 age-matched children, 15 third-graders, and 17 second-graders. The groups were compared regarding reading of morphologically based Hebrew pointed pseudowords to examine graphemic-phonemic decoding, and unpointed pseudowords to test morpho-orthographic identification. To better focus on morpho-orthographic identification processes, we eventually included only children with a minimum threshold of ≥65% correct in reading pointed pseudowords, thereby excluding 11 children with ASD, 1 TD age-matched child, and 1 TD third-grader. Results: About half of the children with ASD eventually included were as accurate as the TD second-graders in reading unpointed pseudowords, and slow in reading both pointed and unpointed pseudowords. The other half were as accurate as their typical peers in reading unpointed pseudowords, but slightly slower. Conclusion: The results highlight the difficulties many Hebrew-reading children with ASD experience in using morpho-orthographic processes beyond their difficulties in using graphemic-phonemic processes, demonstrating effortful (slow) reading. While this study can be considered a pilot investigation, further studies are needed.

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Context effects on heterophonic-homography resolution in learning to read hebrew

Cited by 20 publications

References 44 publications

Contribution of phonological and morphological information in reading Arabic: A developmental perspective

Contribution of phonological and morphological information in reading Arabic: A developmental perspective

Resolving homography: The role of post-homograph context in reading aloud ambiguous sentences in Hebrew

Morpho-Orthographic Processing in Children with Autism Spectrum Disorder: The Case of Hebrew Orthography

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