Interaction between phonemic abilities and syllable congruency effect in young readers

Chetail, Fabienne; Mathey, Stéphanie

doi:10.1017/s0305000911000493

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…No trace of the inhibitory syllable frequency effect was found. In the same vein, Chetail and Mathey (2013) found the syllabic compatibility effect in fifth grade (age: 11), but only for those with lower phonemic ability.…”

Section: Introductionmentioning

confidence: 80%

“…However, the advantage of a syllable–color match was greater for poor readers than good readers. A reliable syllable congruency effect was also found in a lexical decision task combined with masked priming in both sixth- (age: 11,9; Chetail & Mathey, 2012) and fifth-graders (age: 11) (Chetail and Mathey, 2013), but this effect was modulated by phonological abilities: a negative correlation was found between the syllabic effect and phonemic abilities.…”

Section: Introductionmentioning

confidence: 90%

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Syllabic parsing in children: a developmental study using visual word-spotting in Spanish

et al. 2016

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Some inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were asked to detect one-syllable words that could be found at the beginning of pseudo-words, with the boundary between the word and the remaining letters being manipulated. The end of the embedded word could either match the syllabic boundary (e.g. the word FIN in the pseudo-word FINLO, where the syllable boundary is between N and L) or not (e.g. FINUS, where the syllable boundary is located between I and N). The results showed that children of both grades were faster in the syllabic than the non-syllabic condition, and that the magnitude of this effect was the same regardless of reading ability. The results suggest an early universality in the use of syllables in Spanish, regardless of reading level.

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Section: Introductionmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 90%

Syllabic parsing in children: a developmental study using visual word-spotting in Spanish

et al. 2016

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“…Most research has focused on the statistical, orthographic and phonological properties of French to account for the syllable as an early prelexical and segmental unit in reading in typically developing children (e.g., Bastien‐Toniazzo, Magnan, & Bouchafa, ; Chetail & Mathey, , , ; Colé, Magnan, & Grainger, ; Doignon & Zagar, ; Doignon‐Camus, Bonnefond, Touzalin‐Chretien, & Dufour, ; Doignon‐Camus, Zagar, & Mathey, ) and even also in dyslexic children (e.g., Maïonchi‐Pino, Magnan, & Écalle, ). Whereas these studies have revealed contrasting frequency‐modulated findings, other studies have failed to find clear and straightforward evidence that the statistical regularities of letter co‐occurrences modulate word parsing (e.g., Chetail & Mathey, ; Doignon & Zagar, ; Doignon‐Camus et al, ; Doignon‐Camus, Seigneuric, Perrier, Sisti, & Zagar, ; Maïonchi‐Pino, Magnan, & Écalle, ).…”

Section: Introductionmentioning

confidence: 99%

Is syllable segmentation developmentally constrained by consonant sonority within syllable boundaries in silent reading? Evidence in French children

Maïonchi-Pino

Cara

Écalle

et al. 2014

Journal Research in Reading

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There is agreement that French typically reading children use syllable-sized units to segment words. Although the statistical properties of the initial syllables or the clusters within syllable boundaries seem to be crucial for syllable segmentation, little is known about the role of consonant sonority in silent reading. In two experiments that used audio-visual and visual pseudoword recognition tasks with 300 French typically developing children, we showed a progressive increase in the use of syllable segmentation from the first through fifth years of reading instruction. The children were influenced both by an optimal 'sonorant coda-obstruent onset' sonority profile and by the individual positiondependent consonant sonority within syllable boundaries. Orthographic and phonological statistical properties did not clearly modulate the response patterns. We provide innovative data to help further understand the developmental course of the use of syllable segmentation as determined by sonority. We discuss our results in the light of linguistic principles.

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Phonological syllables allow children with developmental dyslexia to access words

Maïonchi-Pino,

Runge,

Chabanal

2024

Ann. of Dyslexia

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Interaction between phonemic abilities and syllable congruency effect in young readers

Abstract: Link to this article: http://journals.cambridge.org/abstract_S0305000911000493How to cite this article: FABIENNE CHETAIL and STÉPHANIE MATHEY (2013). Interaction between phonemic abilities and syllable congruency effect in young readers.

Cited by 5 publications

References 33 publications

Syllabic parsing in children: a developmental study using visual word-spotting in Spanish

Syllabic parsing in children: a developmental study using visual word-spotting in Spanish

Is syllable segmentation developmentally constrained by consonant sonority within syllable boundaries in silent reading? Evidence in French children

Phonological syllables allow children with developmental dyslexia to access words

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