Lexical-Semantic Reading in a Shallow Orthography: Evidence from a Girl with Williams Syndrome
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| Title: | Lexical-Semantic Reading in a Shallow Orthography: Evidence from a Girl with Williams Syndrome |
|---|---|
| Language: | English |
| Authors: | Barca, Laura, Bello, Arianna, Volterra, Virginia, Burani, Cristina |
| Source: | Reading and Writing: An Interdisciplinary Journal. May 2010 23(5):569-588. |
| 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: | 20 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Phonology, Semantics, Graphemes, Word Recognition, Reading Skills, Semiotics, Mental Retardation, Genetic Disorders, Females, Word Frequency, Pronunciation |
| DOI: | 10.1007/s11145-009-9192-8 |
| ISSN: | 0922-4777 |
| Abstract: | The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading of words with one-to-one grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading procedure in which a word's pronunciation is activated after its meaning is obtained. |
| Abstractor: | As Provided |
| Entry Date: | 2010 |
| Accession Number: | EJ879802 |
| Database: | ERIC |
| Abstract: | The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading of words with one-to-one grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading procedure in which a word's pronunciation is activated after its meaning is obtained. |
|---|---|
| ISSN: | 0922-4777 |
| DOI: | 10.1007/s11145-009-9192-8 |
