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Lexical Effects on Children's Pseudoword Reading in a Transparent Orthography

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Title: Lexical Effects on Children's Pseudoword Reading in a Transparent Orthography
Language: English
Authors: Marcolini, Stefania, Burani, Cristina, Colombo, Lucia
Source: Reading and Writing: An Interdisciplinary Journal. May 2009 22(5):531-544.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Word Recognition, Phonological Awareness, Children, Word Frequency, Phoneme Grapheme Correspondence, Orthographic Symbols
Geographic Terms: Italy
DOI: 10.1007/s11145-008-9123-0
ISSN: 0922-4777
Abstract: The present study investigated the involvement of lexical knowledge in pseudoword reading by Italian children aged 8-10. In both lexical decision and reading aloud tasks, inhibitory effects were found on pseudowords derived from high-frequency words in comparison to pseudowords derived from low-frequency words. A group of adult readers showed inhibitory effects on pseudowords based on high-frequency words only in lexical decision. The inhibitory effects were interpreted as due to interference on pseudoword processing caused by lexical activation of a high-frequency base-word. The results support the view that lexical information is exploited even in the development of reading of a transparent orthography.
Abstractor: As Provided
Entry Date: 2009
Accession Number: EJ834852
Database: ERIC
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  Data: Lexical Effects on Children's Pseudoword Reading in a Transparent Orthography
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  Data: <searchLink fieldCode="AR" term="%22Marcolini%2C+Stefania%22">Marcolini, Stefania</searchLink><br /><searchLink fieldCode="AR" term="%22Burani%2C+Cristina%22">Burani, Cristina</searchLink><br /><searchLink fieldCode="AR" term="%22Colombo%2C+Lucia%22">Colombo, Lucia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. May 2009 22(5):531-544.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Frequency%22">Word Frequency</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink>
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  Data: 10.1007/s11145-008-9123-0
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  Data: The present study investigated the involvement of lexical knowledge in pseudoword reading by Italian children aged 8-10. In both lexical decision and reading aloud tasks, inhibitory effects were found on pseudowords derived from high-frequency words in comparison to pseudowords derived from low-frequency words. A group of adult readers showed inhibitory effects on pseudowords based on high-frequency words only in lexical decision. The inhibitory effects were interpreted as due to interference on pseudoword processing caused by lexical activation of a high-frequency base-word. The results support the view that lexical information is exploited even in the development of reading of a transparent orthography.
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  Data: 2009
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  Data: EJ834852
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        Value: 10.1007/s11145-008-9123-0
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      – SubjectFull: Word Recognition
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      – SubjectFull: Italy
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      – TitleFull: Lexical Effects on Children's Pseudoword Reading in a Transparent Orthography
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            NameFull: Burani, Cristina
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