The effects of orthographic transparency and familiarity on reading Hebrew words in adults with and without dyslexia

Weiss, Yael; Katzir, Tami; Bitan, Tali

doi:10.1007/s11881-015-0100-4

Cited by 20 publications

(11 citation statements)

References 90 publications

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“…This indicated that their visual attention for Malay real words was localised in the BA17 area ( 13 ). However, to read or detect real words, dyslexic children applied their spatial attention using BA37, which is an area of familiar word recognition ( 14 ). We assume that the activation area was diverted in dyslexic children during the Malay real words stimuli due to different brain connectivity.…”

Section: Discussionmentioning

confidence: 99%

“…sLORETA source analysis revealed that non-dyslexic children activated BA37 which is fusiform gyrus in the left temporal lobe and dyslexic children activated BA11 which is superior frontal gyrus in the right frontal lobe during vMMN source localisation. BA37 is a spatial attention area and also an area of familiar word recognition ( 14 ) and BA11 is the decision-making area ( 15 ). We adopt the functions of these areas and assume that vMMN reflected through familiar word recognition areas for non-dyslexic children and decision-making areas for dyslexic children.…”

Section: Discussionmentioning

confidence: 99%

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sLORETA Source Localisation of Visual Mismatch Negativity in Dyslexic Children During Malay Orthographical Lexicon Stimulations

Ali

Begum

Reza

et al. 2020

MJMS

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Background: While there are studies on visual lexical processing in other languages among dyslexics, no studies were done in the Malay language. The origin of visual lexical processing might be different in the Malay language. We aimed to detect the source localisation of visual mismatch negativity (vMMN) during Malay orthographic lexicon stimulations, employing an event-related potential (ERP) study. Methods: Twelve dyslexic and twelve non-dyslexic children participated in this study. They pushed button ‘1’ when they saw real (meaningful) Malay words and button ‘2’ for pseudowords (meaningless). The source localisation of vMMN was performed in the grand average waveform by applying the standardised low-resolution brain electromagnetic tomography (sLORETA) method using Net Station software. Results: Left occipital (BA17) and left temporal (BA37) lobes were activated during real words in the non-dyslexic and dyslexic children, respectively. During pseudowords, BA18 and BA17 areas of the left occipital lobe were activated in the non-dyslexic and dyslexic children, separately. vMMN sources were found at the left temporal (BA37) and right frontal (BA11) lobes in nondyslexic and dyslexic children, respectively. Conclusion: Right frontal lobe is the decision-making area where vMMN source was found in dyslexic children. We concluded that dyslexic children required the decision-making area to detect Malay real and pseudowords.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

sLORETA Source Localisation of Visual Mismatch Negativity in Dyslexic Children During Malay Orthographical Lexicon Stimulations

Ali

Begum

Reza

et al. 2020

MJMS

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“…Reaction times (RT) were collected starting from the stimulus presentation to the onset of vocalization. The 96 words from the current experiment were presented together with 152 words from another experiment (see Weiss et al, 2015a , b ) which were similar in length and frequency and also appeared in both the pointed and un-pointed versions. Hence, the total number of trials for both experiments together was 248.…”

Section: Methodsmentioning

confidence: 97%

“…In skilled adult readers diacritics have mixed effects, showing either facilitation ( Navon and Shimron, 1981 ; Shimron and Navon, 1982 ; Koriat, 1984 , 1985 ) or no effect ( Bentin and Frost, 1987 ; Shimron and Sivan, 1994 ; Schiff and Ravid, 2004 ; Harel-Koren, 2007 ) on speed and accuracy of word recognition. However, both behavioral ( Weiss et al, 2015a ) and brain imaging ( Weiss et al, 2015b ) studies, of word reading in Hebrew show that even skilled adult readers who do not benefit from diacritics in terms of accuracy or RT, resort to a more piecemeal segmentation approach of decoding small units when reading pointed words.…”

Section: Introductionmentioning

confidence: 99%

Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words

et al. 2018

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Morphological processing of derived words develops simultaneously with reading acquisition. However, the reader’s engagement in morphological segmentation may depend on the language morphological richness and orthographic transparency, and the readers’ reading skills. The current study tested the common idea that morphological segmentation is enhanced in non-transparent orthographies to compensate for the absence of phonological information. Hebrew’s rich morphology and the dual version of the Hebrew script (with and without diacritic marks) provides an opportunity to study the interaction of orthographic transparency and morphological segmentation on the development of reading skills in a within-language design. Hebrew speaking 2nd (N = 27) and 5th (N = 29) grade children read aloud 96 noun words. Half of the words were simple mono-morphemic words and half were bi-morphemic derivations composed of a productive root and a morphemic pattern. In each list half of the words were presented in the transparent version of the script (with diacritic marks), and half in the non-transparent version (without diacritic marks). Our results show that in both groups, derived bi-morphemic words were identified more accurately than mono-morphemic words, but only for the transparent, pointed, script. For the un-pointed script the reverse was found, namely, that bi-morphemic words were read less accurately than mono-morphemic words, especially in second grade. Second grade children also read mono-morphemic words faster than bi-morphemic words. Finally, correlations with a standardized measure of morphological awareness were found only for second grade children, and only in bi-morphemic words. These results, showing greater morphological effects in second grade compared to fifth grade children suggest that for children raised in a language with a rich morphology, common and easily segmented morphemic units may be more beneficial for younger compared to older readers. Moreover, in contrast to the common hypothesis, our results show that morphemic segmentation does not compensate for the missing phonological information in a non-transparent orthography, but rather that morphological segmentation is most beneficial in the highly transparent script. These results are consistent with the idea that morphological and phonological segmentation processes occur simultaneously and do not constitute alternative pathways to visual word recognition.

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“…In these tests participants read a list of pointed words or pseudowords as quickly and as accurately as possible within 1 min and the number of correct items was counted. Participants were excluded if they scored less than one standard deviation below the average of our local norms (Weiss et al, 2015) in both tests. To test the effect of individual differences on consolidation, additional baseline parameters were measured.…”

Section: Methodsmentioning

confidence: 99%

Prior Knowledge Predicts Early Consolidation in Second Language Learning

et al. 2019

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Language learning occurs in distinct phases. Whereas some improvement is evident during training, offline memory consolidation processes that take place after the end of training play an important role in learning of linguistic information. The timing of offline consolidation is thought to depend on the type of task, with generalization of implicit knowledge suggested to take more time and sleep to consolidate. The current study aims to investigate individual differences in the timing of consolidation following learning of morphological inflections in a novel language in typical adults. Participants learned to make plural inflections in an artificial language, where inflection was based on morpho-phonological regularities. Participants were trained in the evening, and consolidation was measured after two intervals: 12 h (one night) and 36 h (two nights) post training. We measured both inflection of trained items, which may rely on item-specific learning, and generalization to new untrained items, which requires extraction of morpho-phonological regularities. The results for both trained and un-trained items showed two patterns of consolidation: early versus late, that is while some participants improved during the first night, others, who deteriorated in performance during the first night, improved in the later consolidation interval. Importantly, phonological awareness in L1 predicted early consolidation for trained items. Furthermore, there was no association between participants’ consolidation trajectory in trained and untrained items. Our results suggest that consolidation timing depends on the interaction between task characteristics and individual abilities. Moreover, the results show that prior meta-linguistic knowledge predicts the quality of early consolidation processes. These results are consistent with studies in rodents and humans, showing that prior knowledge accelerates consolidation of newly learnt episodic memory. Finally, the rate of consolidation across exposures to the language might explain some of the variability found in the attained level of second language proficiency.

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The effects of orthographic transparency and familiarity on reading Hebrew words in adults with and without dyslexia

Cited by 20 publications

References 90 publications

sLORETA Source Localisation of Visual Mismatch Negativity in Dyslexic Children During Malay Orthographical Lexicon Stimulations

sLORETA Source Localisation of Visual Mismatch Negativity in Dyslexic Children During Malay Orthographical Lexicon Stimulations

Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words

Prior Knowledge Predicts Early Consolidation in Second Language Learning

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