How Psychological Science Informs the Teaching of Reading

Rayner, Keith; Foorman, Barbara R.; Perfetti, Charles A.; Pesetsky, David; Seidenberg, Mark S.

doi:10.1111/1529-1006.00004

Cited by 703 publications

(588 citation statements)

References 219 publications

(254 reference statements)

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“…This recommendation is particularly relevant as future school-based achievement is influenced by existing skills (Anderson, 1995;Geary, 1994;Rayner, Foorman, Perfett, Pesetsky, & Seidenberg, 2001) and because 40% of the PTSD group reported that they experienced academic problems after trauma exposure relative to 10% of the traumatized PTSD negatives.…”

Section: Discussionmentioning

confidence: 99%

The intellectual performance of traumatized children and adolescents with or without posttraumatic stress disorder.

Saigh

Yasik

Oberfield

et al. 2006

Journal of Abnormal Psychology

113

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This study compared the Wechsler Intelligence Scale for Children-III (WISC-III) scores of traumatized youth with posttraumatic stress disorder (PTSD) to the scores of trauma-exposed and nonexposed comparison groups without PTSD. All groups were free of additional major childhood psychiatric disorders. The PTSD group scored significantly lower than the comparison groups on verbal subtests, but not on performance subtests. The scores of the trauma-exposed PTSD negatives and nontrauma exposed controls were not significantly different. Accordingly, PTSD and not a history of trauma exposure in the absence of PTSD was associated with lower verbal IQ.

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Section: Discussionmentioning

confidence: 99%

The intellectual performance of traumatized children and adolescents with or without posttraumatic stress disorder.

Saigh

Yasik

Oberfield

et al. 2006

Journal of Abnormal Psychology

113

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“…In line with this characterisation, there is a broad consensus that our experience with the sounds of words (phonology) plays a powerful role in learning to read (e.g. Rayner et al, 2001) and in adult visual word processing (e.g. Rastle & Brysbaert, 2006).…”

mentioning

confidence: 90%

Orthography Influences the Perception and Production of Speech

Rastle¹,

McCormick²,

Bayliss³

et al. 2011

PsycEXTRA Dataset

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One intriguing question in language research concerns the extent to which orthographic information impacts on spoken word processing. Previous research has faced a number of methodological difficulties and has not reached a definitive conclusion. Our research addresses these difficulties by capitalizing on recent developments in the area of word learning. Participants were trained to criterion on a set of associations between novel pictures and novel spoken words. Spellingsound consistent or inconsistent spellings were introduced on the second day, and the influence of these spellings on speech processing was assessed on the third day. Results showed for the first time significant orthographic effects on speech perception and speech production in a situation in which spelling-sound consistency was manipulated with perfect experimental control. Results are discussed in terms of a highly interactive language system in which there is a rapid and automatic flow of activation in both directions between orthographic and phonological representations. Orthography influences the perception 3It is often said that spoken language has primacy over written language. Before acquiring skills in reading and writing, most children have expertise in understanding and producing speech.Indeed, while we are born with the propensity to use spoken language, reading is a learned form of expertise. It is not surprising, then, that language subsystems supporting reading are often characterized as being parasitic on those supporting our spoken abilities (e.g. Pinker, 1997). In line with this characterisation, there is a broad consensus that our experience with the sounds of words (phonology) plays a powerful role in learning to read (e.g. Rayner et al., 2001) and in adult visual word processing (e.g. Rastle & Brysbaert, 2006).The question that has received less attention is whether our experience with the spellings of words (orthography) comes to influence our spoken abilities. Though inconsistent with the primacy model, an increasing body of literature suggests that speech perception may be shaped by information about the printed forms of words, and there is limited research suggesting that the same could be true of speech production. These data have raised the remarkable possibility that information about the

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“…For alphabetic reading, the importance of writing for establishing written representations for specific words may seem relatively unimportant, because orthographic representations are intimately connected and partly dependent on the phonological forms they represent. Success in reading, accordingly, is very dependent on establishing the phonological connections to orthography [Rayner et al, 2001;Vellutino et al, 2004;Ziegler and Goswami, 2005]. In reading Chinese, the case is slightly different.…”

Section: Introductionmentioning

confidence: 99%

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Cao

Chan

et al. 2012

Human Brain Mapping

Self Cite

112

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Abstract:We examined the hypothesis that learning to write Chinese characters influences the brain's reading network for characters. Students from a college Chinese class learned 30 characters in a characterwriting condition and 30 characters in a pinyin-writing condition. After learning, functional magnetic resonance imaging collected during passive viewing showed different networks for reading Chinese characters and English words, suggesting accommodation to the demands of the new writing system through shortterm learning. Beyond these expected differences, we found specific effects of character writing in greater activation (relative to pinyin writing) in bilateral superior parietal lobules and bilateral lingual gyri in both a lexical decision and an implicit writing task. These findings suggest that character writing establishes a higher quality representation of the visual-spatial structure of the character and its orthography. We found a greater involvement of bilateral sensori-motor cortex (SMC) for character-writing trained characters than pinyin-writing trained characters in the lexical decision task, suggesting that learning by doing invokes greater interaction with sensori-motor information during character recognition. Furthermore, we found a correlation of recognition accuracy with activation in right superior parietal lobule, right lingual gyrus, and left SMC, suggesting that these areas support the facilitative effect character writing has on reading. Finally, consistent with previous behavioral studies, we found character-writing training facilitates connections with semantics by producing greater activation in bilateral middle temporal gyri, whereas pinyin-writing training facilitates connections with phonology by producing greater activation in right inferior frontal gyrus.

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How Psychological Science Informs the Teaching of Reading

Cited by 703 publications

References 219 publications

The intellectual performance of traumatized children and adolescents with or without posttraumatic stress disorder.

The intellectual performance of traumatized children and adolescents with or without posttraumatic stress disorder.

Orthography Influences the Perception and Production of Speech

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

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