Influence of consonantal context on the reading of vowels: Evidence from children

Journal of Experimental Child Psychology

Volumn 93, Issue 1, 2006, Pages 1-24

  Treiman, Rebecca ^a   Kessler, Brett ^a   Zevin, Jason D ^b   Bick, Suzanne ^c   Davis, Melissa ^d  

^a WASHINGTON UNIVERSITY   (United States)

^b WEILL CORNELL MEDICAL COLLEGE   (United States)

^c WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^d OAKLAND UNIVERSITY   (United States)

Author keywords

Connectionist; Context; Decoding; Models; Spelling to sound translation; Vowels; Word reading

Indexed keywords

ARTICLE; CHILD; FEMALE; HUMAN; LINGUISTICS; MALE; PHONETICS; READING;

CHILD; FEMALE; HUMANS; MALE; PHONETICS; READING; VOCABULARY;

EID: 30944451351     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2005.06.008     Document Type: Article

References (33)

1. S. Bernstein & R. Treiman Pronouncing novel graphemes: The role of consonantal context Memory & Cognition 32 2004 905-915
2. J. Bowey & N. Underwood Further evidence that orthographic rime usage in nonword reading increases with word-level reading proficiency Journal of Experimental Child Psychology 63 1996 526-562
3. J. Bowey L. Vaughan & J. Hansen Beginning readers' use of orthographic analogies in word reading Journal of Experimental Child Psychology 68 1998 108-133
4. G.D.A. Brown & R.P. Deavers Units of analysis in nonword reading: Evidence from children and adults Journal of Experimental Child Psychology 73 1999 208-242
5. Carnegie Mellon University. (1998). Carnegie Mellon pronouncing dictionary [data file]. Retrieved May 28, 2003, from ftp://ftp.cs.cmu.edu/project/speech/dict/cmudict.0.6.
6. V. Coltheart & J. Leahy Children's and adults' reading of nonwords: Effects of regularity and consistency Journal of Experimental Psychology: Learning, Memory, and Cognition 18 1992 718-729
7. V. Coltheart & J. Leahy Procedures used by beginning and skilled readers to read unfamiliar letter strings Australian Journal of Psychology 48 1996 124-129
8. L.C. Ehri Grapheme-phoneme knowledge is essential for learning to read words in English In J.L. Metsala & L.C. Ehri (Eds.) Word recognition in beginning literacy 1998 Lawrence Erlbaum Mahwah, NJ 3-40
9. U. Frith Beneath the surface of developmental dyslexia In K.E. Patterson J.C. Marshall & M. Coltheart (Eds.) Surface dyslexia: Neuropsychological and cognitive studies of phonological reading 1985 Lawrence Erlbaum Hillsdale, NJ 301-330
10. U. Goswami Children's use of analogy in learning to read: A developmental study Journal of Experimental Child Psychology 42 1986 73-83
11. U. Goswami Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading Journal of Experimental Child Psychology 56 1993 443-475
12. U. Goswami & P.E. Bryant Phonological skills and learning to read 1990 Lawrence Erlbaum Hillsdale, NJ
13. A.J. Harris & M.D. Jacobson Basic elementary reading vocabulary 1972 Macmillan London
14. M.W. Harm B.D. McCandliss & M.S. Seidenberg Modeling the successes and failures of interventions for disabled readers Scientific Studies of Reading 7 2003 155-182
15. M.W. Harm & M.S. Seidenberg Phonology, reading acquisition, and dyslexia: Insights from connectionist models Psychological Review 106 1999 491-528
16. M.W. Harm & M.S. Seidenberg Computing the meanings of words in reading: Cooperative division of labor between phonological and visual processes Psychological Review 111 2004 662-720
17. F. Hutzler J.C. Ziegler C. Perry H. Wimmer & M. Zorzi Do current connectionist learning models account for reading development in different languages? Cognition 91 2004 273-296
18. International Phonetic Association. (1999). Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet. Cambridge, England: Cambridge University Press.
19. B. Kessler & R. Treiman Relationships between sounds and letters in English monosyllables Journal of Memory and Language 44 2001 592-617
20. V. Laxon J. Masterson & V. Coltheart Some bodies are easier to read: The effect of consistency and regularity on children's reading Quarterly Journal of Experimental Psychology A 43 1991 793-824
21. G. Marsh M. Friedman V. Welch & P. Desberg A cognitive-developmental theory of reading acquisition In G.E. MacKinnon & T.G. Waller (Eds.) Reading research: Advances in theory and practice Vol. 3 1981 Academic Press New York 199-221
22. D.C. Plaut J.L. McClelland M.S. Seidenberg & K.E. Patterson Understanding normal and impaired word reading: Computational principles in quasi-regular domains Psychological Review 103 1996 56-115
23. L. Roberts & S. McDougall What do children do in the rime-analogy task? An examination of the skills and strategies used by early readers Journal of Experimental Child Psychology 84 2003 310-337
24. R.S. Savage Do children need concurrent prompts in order to use lexical analogies in reading? Journal of Child Psychology and Psychiatry 38 1997 235-246
25. D.L. Share Phonological recoding and self-teaching: Sine qua non of reading acquisition Cognition 55 1985 151-218
26. M. Stuart & M. Coltheart Does reading develop in a sequence of stages? Cognition 30 1988 139-181
27. R. Treiman & B. Kessler In defense of an onset-rime syllable structure for English Language and Speech 38 1995 127-142
28. R. Treiman B. Kessler & S. Bick Influence of consonantal context on the pronunciation of vowels: A comparison of human readers and computational models Cognition 88 2003 49-78
29. R. Treiman J. Mullennix R. Bijeljac-Babic & E.D. Richmond-Welty The special role of rimes in the description, use, and acquisition of English orthography Journal of Experimental Psychology: General 124 1995 107-136
30. R.L. Venezky The structure of English orthography 1970 Mouton The Hague, Netherlands
31. G.S. Wilkinson Wide Range Achievement Test 3 1993 Wide Range Wilmington, DE
32. S.M. Zeno S.H. Ivenz R.T. Millard & R. Duvvuri Educator's word frequency guide 1995 Touchstone Applied Science Associates Brewster, NY
33. Zevin, J. D., & Seidenberg, M. S. (in press). Simulating consistency effects and individual differences in nonword naming: A comparison of current models. Journal of Memory and Language.