Quantifying the Regularities between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior

Autor/inn/en	Siegelman, Noam; Rueckl, Jay G.; Lo, Jason Chor Ming; Kearns, Devin M.; Morris, Robin D.; Compton, Donald L.
Titel	Quantifying the Regularities between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 48 (2022) 6, S.839-855 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siegelman, Noam) ORCID (Lo, Jason Chor Ming) ORCID (Kearns, Devin M.) ORCID (Morris, Robin D.) ORCID (Compton, Donald L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001109
Schlagwörter	Orthographic Symbols; Semantics; Reading Skills; Prediction; Word Recognition; Reading Comprehension; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Student Behavior; Accuracy; Eye Movements; Individual Differences + Suchen Sie Ihr Suchwort? Semantik; Reading skill; Lesefertigkeit; Vorhersage; Worterkennung; Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Student behaviour; Schülerverhalten; Augenbewegung; Individueller Unterschied
Abstract	Statistical views of reading highlight the link between proficient literacy and the assimilation of various regularities embedded in writing systems, including those in the mapping between print and meaning. Still, orthographic-semantic (O-S) regularities remain relatively understudied, with open questions regarding 3 issues: (a) how O-S regularities should be quantified, (b) how they impact the behavior of proficient readers, and (c) whether individual differences in sensitivity to these regularities predict reading skills. The goal of the current article is to address these questions. We start by reviewing previous studies estimating print-meaning regularities, where orthography-to-semantics consistency (OSC) is defined as the mean semantic similarity between a word and its orthographic neighbors. While we adopt this general strategy, we identify a potential confound in previous operational definitions. We therefore offer a modified measure, which we use to examine group-level OSC effects in available data sets of single word recognition and reading for comprehension. Our findings validate the existence of OSC effects but reveal variation across tasks, with OSC effects emerging more strongly in tasks involving a direct mapping of print to meaning. Next, we present a reanalysis of word naming data from 399 second through fifth graders, where we examine individual differences in reliance on O-S regularities and their relation to participants' reading skills. We show that early readers whose naming accuracy is more influenced by OSC (i.e., those who rely more on O-S) have better passage comprehension abilities. We conclude by discussing the role of O-S regularities in proficient reading and literacy acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01