Automatic Activation of Phonology in Silent Reading Is Parallel: Evidence from Beginning and Skilled Readers

Autor/inn/en	Alario, F.-Xavier; De Cara, Bruno; Ziegler, Johannes C.
Titel	Automatic Activation of Phonology in Silent Reading Is Parallel: Evidence from Beginning and Skilled Readers
Quelle	In: Journal of Experimental Child Psychology, 97 (2007) 3, S.205-219 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2007.02.001
Schlagwörter	Phonology; Silent Reading; Beginning Reading; Elementary School Students; Adults; Language Acquisition; Psycholinguistics + Suchen Sie Ihr Suchwort? Fonologie; Stilles Lesen; Erstleseunterricht; Sprachaneignung; Spracherwerb; Psycholinguistik
Abstract	The picture-word interference paradigm was used to shed new light on the debate concerning slow serial versus fast parallel activation of phonology in silent reading. Prereaders, beginning readers (Grades 1-4), and adults named pictures that had words printed on them. Words and pictures shared phonology either at the beginnings of words (e.g., "DOLL-DOG") or at the ends of words (e.g., "FOG-DOG"). The results showed that phonological overlap between primes and targets facilitated picture naming. This facilitatory effect was present even in beginning readers. More important, from Grade 1 onward, end-related facilitation always was as strong as beginning-related facilitation. This result suggests that, from the beginning of reading, the implicit and automatic activation of phonological codes during silent reading is not serial but rather parallel. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10