Search Results (13)

Orthographic knowledge is a critical component of skilled language use, yet its large-scale behavioral signatures remain understudied in Spanish. To address this gap, we developed OrthoKnow-SP, a megastudy that captures spelling decisions from 27,185 native Spanish-speaking adults who completed an 80-item forced-choice task. Each trial required selecting the correctly spelled word from a pair comprising a real word and a pseudohomophone foil that preserved pronunciation while violating the correct graphemic representation. The stimuli targeted six high-confusability contrasts in Spanish orthography. We recorded response accuracy and reaction times for over 2.17 million trials, alongside demographic and device metadata. Results show robust variability across items and individuals, with item-level metrics closely aligned with independent norms of word prevalence. A composite difficulty index integrating speed and accuracy further allowed fine-grained item ranking. The dataset provides the first population-scale norms of Spanish spelling difficulty, capturing regional and generational diversity absent from traditional lab-based studies. Public release of OrthoKnow-SP enables new research on the cognitive and demographic factors shaping orthographic decisions, and provides educators, clinicians, and developers with a valuable benchmark for assessing spelling competence and modeling written language processing. Full article

The present study aimed to enhance the understanding of the spelling processes used by young German-speaking learners of English as a foreign language (EFL). Specifically, we sought to (1) compare the children’s accuracy in spelling English real words versus pseudowords to elucidate the role of lexical and sublexical knowledge, and (2) determine which cognitive (phonological awareness, phonological short-term memory, working memory, nonverbal intelligence) and linguistic skills (English receptive grammar and vocabulary) underlie learners’ spelling abilities and misspellings (phonological and orthographic). We followed participants (N = 101) for two years, from the beginning of grade 3 to the end of grade 4. Cognitive skills and linguistic abilities were determined using standardized assessment procedures. Our results indicate that the learners in our study demonstrated greater accuracy in spelling English real words compared to pseudowords. English grammar knowledge significantly predicted real word and pseudoword spelling accuracy, as well as the number of phonological errors, which was the predominant error category. English vocabulary knowledge was a predictor for real word spelling, while nonverbal intelligence predicted pseudoword spelling accuracy. Phonological short-term memory positively predicted the number of orthographic errors (phonologically plausible misspellings but lacking orthographic conventions). Full article

Examining spelling from a developmental perspective began in the 1970s and has broadened over the years. This research has informed understanding of the nature and development of spelling or orthographic knowledge in children and older students and the role of orthographic knowledge in reading and writing. Based on analyses of the errors that students make in their writing and on spelling assessments, developmental spelling has documented the acquisition and integration of progressively more complex spelling patterns that represent both sound and meaning and illuminated how this information supports students’ ability to read as well as to write words. Intended for researchers, teacher educators, and teachers of students in grades 3–12, this article describes the layers of the spelling system that developmental spelling research has investigated, and their progressive integration in learners, including those who struggle, from the intermediate through the middle and secondary grades. It addresses the implications of developmental spelling research for assessment and instruction in spelling, word analysis, vocabulary, and the more specific implications of developmental spelling research for aligning instruction across spelling, word analysis, vocabulary, morphology, and etymology. Full article

In reading, rapid and reliable word recognition relies on high-quality representations at both the lexical and sublexical levels, with stable and flexible connections between form, sound, and meaning. Earlier studies suggested that meaning knowledge affects the formation and quality of orthographic representation in language learning, but the impact of morphemic meaning frequency on learners’ word recognition was not explored. This research examined second language (L2) Chinese readers’ recognition of compound words containing ambiguous morphemes. Using lexical decision tasks in a priming paradigm, we found that dominant primes (i.e., primes with morphemes encoding dominant meanings) facilitated L2 readers’ recognition of subordinate targets. We suggested that dominant meanings are associated with higher-quality orthographic representations in learners and dominant primes; thus, they facilitate readers’ recognition of orthographically and morphologically related subordinate targets. This study confirmed the role of sublexical constituents’ meaning variables in word recognition in language learning. Full article

Phonological processing skills, such as phonological awareness, are known predictors of reading acquisition in alphabetic languages with varying degrees of orthographic complexity. However, the role of multi-letter-sound knowledge, an important foundation for early reading development, in supporting reading fluency development remains to be determined. This study examined whether two core foundational skills, phonemic awareness and grapheme sounding, have a predictive role in reading fluency development in an intermediate-depth orthography. The participants were 62 children learning to read in European Portuguese, and they were longitudinally assessed on phonemic awareness, complex grapheme sounding, and reading fluency (decoding, word, and text) from Grade 2 to Grade 3. The results showed that grapheme sounding predicted reading fluency development controlled for nonverbal intelligence and vocabulary, short-term verbal memory, and phonemic awareness. Grapheme sounding plays a prominent role in predicting reading fluency outcomes, whereas phonemic awareness (both accuracy and time per correct item) did not contribute to any of the three types of reading fluency. The fact that grapheme-sounding predicted reading fluency is likely due to complex grapheme-phoneme correspondences being required to achieve proficient reading. These findings provide insights into the cognitive processes underlying reading development in intermediate-depth orthographies and have implications for early literacy instruction. Full article

Spelling ability is a key dimension of orthographic knowledge and a crucial component literacy skill that supports automatic word recognition and fluent reading. There has been substantial research on first language (child) English speakers’ spelling ability, including the effectiveness of instruction interventions for improving spelling knowledge. However, there is relatively little research on spelling in adult learners of English as a second language, and even less examining instructional interventions for improving their spelling. The current study addressed this gap by implementing an adaptation of a phonics-based instructional intervention in a university-based intensive English reading class. Compared to two different control cohorts, the cohort receiving the intervention significantly improved their ability to accurately identify whether an English word was spelled correctly or not. Analyses also considered the influence of a variety of lexical characteristics as well as participants’ L1 writing system. The results demonstrate the efficacy of this intervention in adult L2 English learners and also highlight the importance of considering word characteristics and participants’ language background when examining spelling performance. Full article

The challenges faced by heritage language (HL) learners in mastering spelling and orthography are well-documented. Despite these documented difficulties, this aspect of HL linguistic knowledge has received limited attention from HL researchers. Beyond instructional implications, the study of spelling and orthography in HL speakers holds significance to building a finer understanding of the nature of heritage languages, since the development of orthographic skills is intricately linked to the knowledge of phonology and morphology as well as to metalinguistic awareness in these two areas. The study presented in this paper attempts to contribute to this area of research by turning its attention to orthographic skills of Russian heritage learners with English as their dominant language. The corpus-based research presented here categorizes orthographic errors in adjectival endings in hand-written essays produced by college-age HL learners of Russian of various writing proficiency levels and attempts to provide preliminary explanations for the source of these errors. While this paper is exploratory in nature and limited in scope by focusing only on adjectival endings, our results emphasize the need for further exploration in this underrepresented area to enhance our understanding of heritage language development and improve instructional strategies. Full article

The current study was conducted to examine the percentages of cognitive skills deficits among Chinese children with developmental dyslexia. Via a systematic review, we collated twenty-two available studies on the proportion of cognitive skills deficits, including phonological awareness, rapid automatized naming, morphological awareness, orthographic knowledge, short-term memory and working memory, and visual and motor skills deficits, among Chinese children with developmental dyslexia. The results of a meta-analysis showed that the rapid automatized naming deficits are the core deficit of developmental dyslexia among Chinese children, with a pooled percentage of 44%. This is followed by orthographic knowledge deficits (43%), phonological awareness deficits (41%), morphological awareness deficits (40%), visual and motor skills deficits (33%), and short-term memory and working memory deficits (25%). At the same time, we compared the proportions of different locations, ages, standards and control groups. Full article

Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. We found that (1) speech-based vocabulary strongly predicted word and text reading at T2 and T3, (2) fingerspelling ability was a strong predictor of word and text reading fluency at T2 and T3, (3) speech-based phonological awareness predicted word reading accuracy at T2 and T3 but did not predict text reading fluency, and (4) fingerspelling and STM predicted word reading latency at T2 while sign-based phonological awareness predicted this outcome measure at T3. These results suggest that fingerspelling may have an important function in facilitating the construction of orthographical/phonological representations of printed words for deaf children and strengthening word decoding and recognition abilities. Full article

The decay in the proficiency of the native language (L1), known as first language attrition, is one of the least understood phenomena associated with the acquisition of a second language (L2). Indeed, the exact cause for the deterioration in L1 performance, be that either the interference from L2 acquisition or the less frequent use of L1, still remains elusive. In this opinion paper, we focus on one largely understudied aspect of L1 attrition—namely, the erosion of the L1 orthographic knowledge under the influence of L2 orthography. In particular, we propose to study differences in orthographic processing between mono- and bilingual populations as an approach, which, in turn, will allow to address both cognitive and neurophysiological mechanisms underlying L1 attrition. We discuss relevant experimental paradigms, variable manipulations and appropriate research methods that may help disentangle the largely debated question of L2 interference vs. L1 disuse, clarifying the nature of the L1 orthographic attrition. Full article

The overall aim of the present study is to achieve a better understanding of young instructed Swedish learners’ vocabulary knowledge in L3 French, by examining various aspects of vocabulary depth. Previous research has shown that this learner group’s vocabulary size increases systematically, and at a relatively fast pace, from grade 6 through grade 9 (i.e., from the first year of studies of French and onwards; from age 12 to 15). However, vocabulary size tests only give a quantitative estimation about how many words test takers know, and do not say anything about qualitative aspects of word knowledge. Vocabulary depth, on the other hand, concerns such aspects. In order to arrive at a more complete picture of learners’ word knowledge, both size and depth need to be examined. In the present study, aspects of vocabulary depth were analyzed in learners’ word choices in a written elicited production task. The data consist of 105 written retellings from students in grades 6, 7, 8, and 9. Word choices pertaining to various key elements in the retellings were included in the analysis, with a focus on orthographical, semantic, and morphological aspects of deep word knowledge. The results show that orthographical knowledge is similar throughout the years, with the same spelling difficulties occurring in all the grades at similar rates. Semantic and morphological knowledge seem to develop at a quicker pace, with the 8th and 9th graders having a deeper knowledge of these aspects. It can be concluded that some, but not all, aspects of deep knowledge start to develop during the first four years of studies of French. Full article

The acquisition of new vocabulary is usually mediated by previous experience with language. In the visual domain, the representation of orthographically unfamiliar words at the phonological or conceptual levels may facilitate their orthographic learning. The neural correlates of this advantage were investigated by recording EEG activity during reading novel and familiar words across three different experiments (n = 22 each), manipulating the availability of previous knowledge on the novel written words. A different pattern of event-related potential (ERP) responses was found depending on the previous training, resembling cross-level top-down interactive effects during vocabulary acquisition. Thus, whereas previous phonological experience caused a modulation at the post-lexical stages of the visual recognition of novel written words (~520 ms), additional semantic training influenced their processing at a lexico-semantic stage (~320 ms). Moreover, early lexical differences (~180 ms) elicited in the absence of previous training did not emerge after both phonological and semantic training, reflecting similar orthographic processing and word-form access. Full article

Drug-Named Entity Recognition (DNER) for biomedical literature is a fundamental facilitator of Information Extraction. For this reason, the DDIExtraction2011 (DDI2011) and DDIExtraction2013 (DDI2013) challenge introduced one task aiming at recognition of drug names. State-of-the-art DNER approaches heavily rely on hand-engineered features and domain-specific knowledge which are difficult to collect and define. Therefore, we offer an automatic exploring words and characters level features approach: a recurrent neural network using bidirectional long short-term memory (LSTM) with Conditional Random Fields decoding (LSTM-CRF). Two kinds of word representations are used in this work: word embedding, which is trained from a large amount of text, and character-based representation, which can capture orthographic feature of words. Experimental results on the DDI2011 and DDI2013 dataset show the effect of the proposed LSTM-CRF method. Our method outperforms the best system in the DDI2013 challenge. Full article