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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
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  Data: Lexical-Semantic Reading in a Shallow Orthography: Evidence from a Girl with Williams Syndrome
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  Data: <searchLink fieldCode="AR" term="%22Barca%2C+Laura%22">Barca, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Bello%2C+Arianna%22">Bello, Arianna</searchLink><br /><searchLink fieldCode="AR" term="%22Volterra%2C+Virginia%22">Volterra, Virginia</searchLink><br /><searchLink fieldCode="AR" term="%22Burani%2C+Cristina%22">Burani, Cristina</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 2010 23(5):569-588.
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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: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Graphemes%22">Graphemes</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Semiotics%22">Semiotics</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Retardation%22">Mental Retardation</searchLink><br /><searchLink fieldCode="DE" term="%22Genetic+Disorders%22">Genetic Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Frequency%22">Word Frequency</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink>
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  Data: 10.1007/s11145-009-9192-8
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  Data: 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.
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  Data: 2010
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      – SubjectFull: Females
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