Processing Of Phonological Information Research Articles

Using an app-based screening tool to predict deficits in written word spelling at school entry

IntroductionThe first year of schooling is crucial for the further development of spelling abilities in children, which makes early assessment and intervention essential. The aim of this study was to develop and validate an efficient and cost-free screening tool for identifying spelling problems in community school settings around the time of school entry.MethodsA broad range of precursors of spelling (vocabulary, grammar, letter knowledge, phonological awareness, phonological working memory, rapid automatized naming) were assessed in 522 Austrian first graders (6–7 years of age) in the first weeks of schooling. At the end of first grade, spelling abilities were assessed by newly developed spelling tasks based on the trochaic foot. By applying logistic regression with the least absolute shrinkage and selection operator (LASSO), we aimed to select a set of important predictors of spelling problems at the end of grade 1 (i.e., scoring below the 16th percentile in the spelling test).ResultsOur analysis identified letter knowledge (i.e., an aspect of phonological information processing) and sentence repetition (i.e., a measure of grammatical knowledge) as important predictors of spelling problems. The screening tool has acceptable diagnostic accuracy [area under the curve (AUC) = 0.0.725 and DeLong 95% CI (0.666, 0.784)]. Further analyses indicated that the AUC differs neither between boys and girls nor between children with and without German as their first language.DiscussionThese results suggest that administering the screening tool during the first weeks of schooling is a valid approach to identifying spelling deficits, which in turn enables early targeted pedagogical interventions. Practical implications for spelling instructions are discussed.

Language abilities and phonological information processing mediate the association of spelling with bilingualism and socioeconomic status

Language abilities and phonological information processing mediate the association of spelling with bilingualism and socioeconomic status

Slowness in writing numbers in words and in digits among children with a specific learning disorder (SLD) and typically developing (TD)

ABSTRACT Instruction Children with a Specific Learning Disorder (SLD) write linguistic material more slowly than children with typically developing (TD). However, it is not known whether the same difficulties are present when they write numbers. The goal of the present study was to fill this gap and to compare TD’s and SLD’s speed in writing numbers both in words and in digits. Methods Therefore, we examined the ability to write numbers in words and digits (numerals) in a sample of sixth- to eighth-grade children diagnosed with SLD. We assessed 32 children with SLD (17 males and 15 females) and a control group of students with TD matched for sex, age, and grade with two writing speed tasks: writing numbers in words and in digits. The two tasks were administered both in normal condition (N) and in articulatory suppression condition (AS). Results We found that 6th to 8th graders with a SLD were slower than TD children when writing numbers, both in words and in digits, and their slowness was similar in the two cases. However, when the tasks were carried out under a condition of articulatory suppression, the SLD group exhibited a conspicuous impairment, only when writing numbers in words. A similar pattern of performance was observed also in the case of writing errors. Conclusion We concluded that children with SLD have a general speed problem that may affect writing of different materials but also a specific problem related to the processing of phonological information during writing.

Distinct parallel activation and interaction between dorsal and ventral pathways during phonological and semantic processing: A cTBS-fMRI study.

Successful visual word recognition requires the integration of phonological and semantic information, which is supported by the dorsal and ventral pathways in the brain. However, the functional specialization or interaction of these pathways during phonological and semantic processing remains unclear. Previous research has been limited by its dependence on correlational functional magnetic resonance imaging (fMRI) results or causal validation using patient populations, which are susceptible to confounds such as plasticity and lesion characteristics. To address this, the present study employed continuous theta-burst stimulation combined with fMRI in a within-subject design to assess rapid adaptation in regional activity and functional connectivity of the dorsal and ventral pathways during phonological and semantic tasks. This assessment followed the precise inhibition of the left inferior parietal lobule and anterior temporal lobe in the dorsal and ventral pathways, respectively. Our results reveal that both the dorsal and ventral pathways were activated during phonological and semantic processing, while the adaptation activation and interactive network were modulated by the task type and inhibited region. The two pathways exhibited interconnectivity in phonological processing, and disruption of either pathway led to rapid adaptation across both pathways. In contrast, only the ventral pathway exhibited connectivity in semantic processing, and disruption of this pathway alone resulted in adaptive effects primarily in the ventral pathway. These findings provide essential evidence supporting the interactive theory, phonological information processing in particular, potentially providing meaningful implications for clinical populations.

Phonemic mismatch negativity mediates the association between phoneme awareness and character reading ability in young Chinese children

Poor phonological awareness is associated with greater risk for reading disability. The underlying neural mechanism of such association may lie in the brain processing of phonological information. Lower amplitude of auditory mismatch negativity (MMN) has been associated with poor phonological awareness and with the presence of reading disability. The current study recorded auditory MMN to phoneme and lexical tone contrast with odd-ball paradigm and examined whether auditory MMN mediated the associations between phonological awareness and character reading ability through a three-year longitudinal study in 78 native Mandarin-speaking kindergarten children. Hierarchical linear regression and mediation analyses showed that the effect of phoneme awareness on the character reading ability was mediated by the phonemic MMN in young Chinese children. Findings underscore the key role of phonemic MMN as the underlying neurodevelopmental mechanism linking phoneme awareness and reading ability.

Short-Term Habituation of Auditory N1 in Spoken Word-Forms Is Modulated by Phonological Information

Short-term auditory habituation is typically reflected by decreased but recoverable amplitudes of the N1 component of event-related potentials to repeated stimuli. It remains less well understood whether and how N1 habituation is modulated by the human cognition. The current study aims to further test for the potential modulatory roles of phonological information carried by spoken word-forms. Two phonological variables, namely lexicality (real versus pseudoword-form) and usage frequency (high versus low frequency), are considered and combined factorially, yielding four types of monosyllabic Mandarin spoken word-forms. Each type consists of 10 items (i.e., word-forms). The stimuli were passively presented to native Mandarin speakers in trains of five (S1–S5), while their EEG was recorded. The peak amplitudes of N1 to the same type of speech stimuli were calculated for each position by averaging the trains extracted from the EEG recording. Then, the N1 habituation was quantified for the two electrodes of interest (C3 and C4) in each repetitive presentation position (S2–S5). The results showed that the N1 habituation in low-frequency pseudo word-forms was consistently greater than in low-frequency real word-forms and high-frequency pseudo word-forms, respectively, at the fourth presentation (S4). The results suggest the first evidence that different types of phonological information (i.e., lexicality and usage frequency) modulate N1 habituation, interactively. Sensory filtering is proposed as a candidate mechanism for mediating between the processing of phonological information and the short-term habituation of auditory N1.

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry.

BackgroundReading is a crucial competence associated with academic development, mental health, and social adaptation. Reading difficulties are often detected at a late stage, with a possible negative impact on long-term reading development and secondary developmental disadvantages. The first manifestations of reading difficulties can be identified by word reading deficits in first and second grade, paving the way for specific interventions. For widespread implementation, instruments must be easy to use and motivating for children.ObjectivesDevelopment and validation of an economical, well-accepted, and accurate screening tool composed of the domains of phonological information processing, language skills, and non-verbal intelligence in regular school settings.DesignIn 2020, the screening tool was used on a sample of 409 first graders between the second and fifth weeks of school in a one-to-one setting. Additionally, information on parental education and the use of German and/or other languages by the child was collected using a parental questionnaire. A follow-up involving the use of established standardized word reading tests was conducted at the end of the first school year.ResultsA five-variable screening tool consisting of the dimensions of phonological information processing (letter knowledge, rapid naming, and phonological awareness) and linguistic skills (receptive vocabulary and morphosyntax) showed statistical relevance (AUC = 0.78; sensitivity 0.80, specificity 0.74) for predicting word reading problems concerning reading speed (<16th percentile) at the end of first grade, whereas gender, first language, and age of first exposure to the German language did not contribute to the prediction. The instrument was well accepted by the children and screeners and can be administered within an acceptable time frame.ConclusionWord reading deficits at the end of first grade can be predicted by the use of an app-based screening tool at school entry that includes phonological information processing and language skills. Further validation and assessment of empirical feasibility data are needed to support the screening instrument for German orthography.

Event-Related Potentials Elicited by Phonetic Errors Differentiate Children With Speech Sound Disorder and Typically Developing Peers.

A growing body of research suggests that a deficit in speech perception abilities contributes to the development of speech sound disorder (SSD). However, little work has been done to characterize the neurophysiological processes indexing speech perception deficits in this population. The primary aim of this study was to compare the neural activity underlying speech perception in young children with SSD and with typical development (TD). Twenty-eight children ages 4;1-6;0 (years;months) participated in this study. Event-related potentials (ERPs) were recorded while children completed a speech perception task that included phonetic (speech sound) and lexical (meaning) matches and mismatches. Groups were compared on their judgment accuracy for matches and mismatches as well as the mean amplitude of the phonological mapping negativity (PMN) and N400 ERP components. Children with SSD demonstrated lower judgment accuracy across the phonetic and lexical conditions compared to peers with TD. The ERPs elicited by lexical matches and mismatches did not distinguish the groups. However, in the phonetic condition, the SSD group exhibited a more consistent left-lateralized PMN effect and a delayed N400 effect over frontal sites compared to the TD group. These findings provide some of the first evidence of a delay in the neurophysiological processing of phonological information for young children with SSD compared to their peers with TD. This delay was not present for the processing of lexical information, indicating a unique difference between children with SSD and with TD related to speech perception of phonetic errors. Supplemental Material https://doi.org/10.23641/asha.16915579.

Effects of Amateur Musical Experience on Categorical Perception of Lexical Tones by Native Chinese Adults: An ERP Study.

Music impacting on speech processing is vividly evidenced in most reports involving professional musicians, while the question of whether the facilitative effects of music are limited to experts or may extend to amateurs remains to be resolved. Previous research has suggested that analogous to language experience, musicianship also modulates lexical tone perception but the influence of amateur musical experience in adulthood is poorly understood. Furthermore, little is known about how acoustic information and phonological information of lexical tones are processed by amateur musicians. This study aimed to provide neural evidence of cortical plasticity by examining categorical perception of lexical tones in Chinese adults with amateur musical experience relative to the non-musician counterparts. Fifteen adult Chinese amateur musicians and an equal number of non-musicians participated in an event-related potential (ERP) experiment. Their mismatch negativities (MMNs) to lexical tones from Mandarin Tone 2–Tone 4 continuum and non-speech tone analogs were measured. It was hypothesized that amateur musicians would exhibit different MMNs to their non-musician counterparts in processing two aspects of information in lexical tones. Results showed that the MMN mean amplitude evoked by within-category deviants was significantly larger for amateur musicians than non-musicians regardless of speech or non-speech condition. This implies the strengthened processing of acoustic information by adult amateur musicians without the need of focused attention, as the detection of subtle acoustic nuances of pitch was measurably improved. In addition, the MMN peak latency elicited by across-category deviants was significantly shorter than that by within-category deviants for both groups, indicative of the earlier processing of phonological information than acoustic information of lexical tones at the pre-attentive stage. The results mentioned above suggest that cortical plasticity can still be induced in adulthood, hence non-musicians should be defined more strictly than before. Besides, the current study enlarges the population demonstrating the beneficial effects of musical experience on perceptual and cognitive functions, namely, the effects of enhanced speech processing from music are not confined to a small group of experts but extend to a large population of amateurs.

From the Editors

From the Editors

DHH Students' Phoneme Repetition Awareness in Sentence Reading.

To examine deaf and hard-of-hearing (DHH) students' awareness of phoneme repetition in Chinese sentence reading, two experiments were conducted in the self-paced, moving-window reading paradigm. The materials comprised sentences in which Chinese characters that sequentially followed each other shared similar spelling initials and finals in Experiments 1 and 2, respectively. In comparison to hearing participants, DHH participants were more likely to find it more time-consuming to read sentences with, as opposed to without, phoneme repetitions. However, their difficulty in phonological processing seemed to be linked to their weakness at syntactic skilfulness, thus having a negative influence on their reading performance. It is concluded that Chinese DHH college students have developed a phoneme repetition awareness which is different from how hearing college students are aware of phoneme repetitions in Chinese sentence reading. It is implicated that DHH students are able to develop their own skills of phonological information processing in sentence reading as a result of many practices.

Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities

AbstractDeficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8–11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed.

Processing of Phonological and Orthographic Information in Word Recognition in Discourse Reading

To examine the processing of phonological and configurational information in word recognition in discourse reading, we conducted two experiments using the self-paced reading paradigm. The materials were three-sentence discourses, in each of which the last word of the second sentence and the third word from the end of the last sentence formed a prime–target pair. The discourse in which the target word (T) was semantically congruent or incongruent with the prime word was converted into a new version by replacing the T with its homophone or with the control word (con-T) in Experiment 1. Similarly, the Ts were replaced by words that were similar to them in configuration or by the con-Ts in Experiment 2. We adopted mixed-effects modeling to analyze the participants’ reading times to the targets, the first words after the targets, and the second words after the targets. It is concluded that the processing of phonological information begins earlier than that of configurational information in activating the semantic representations for the upcoming words that fit the context in discourse reading.

Comparative Assessment of Speech Perception, Phonological Information Processing, and Syntactic Skills in Normal and Dyslexic Children of Second and Third Grade

Comparative Assessment of Speech Perception, Phonological Information Processing, and Syntactic Skills in Normal and Dyslexic Children of Second and Third Grade

Comparative Assessment of Speech Perception, Phonological Information Processing, and Syntactic Skills in Normal and Dyslexic Children of Second and Third Grade

Comparative Assessment of Speech Perception, Phonological Information Processing, and Syntactic Skills in Normal and Dyslexic Children of Second and Third Grade

Individual Differences in Language Processing: Phonology

Individual variation is ubiquitous and empirically observable in most phonological behaviors, yet relatively few studies aim to capture the heterogeneity of language processing among individuals, as opposed to those focusing primarily on group-level patterns. The study of individual differences can shed light on the nature of the cognitive representations and mechanisms involved in phonological processing. To guide our review of individual variation in the processing of phonological information, we consider studies that can illuminate broader issues in the field, such as the nature of linguistic representations and processes. We also consider how the study of individual differences can provide insight into long-standing issues in linguistic variation and change. Since linguistic communities are made up of individuals, the questions raised by examining individual differences in linguistic processing are relevant to those who study all aspects of language.

Temporal locus of phonological information processing during Korean visual word recognition: ERP evidence of the irregular words

Temporal locus of phonological information processing during Korean visual word recognition: ERP evidence of the irregular words

Using stochastic language models (SLM) to map lexical, syntactic, and phonological information processing in the brain.

Language comprehension involves the simultaneous processing of information at the phonological, syntactic, and lexical level. We track these three distinct streams of information in the brain by using stochastic measures derived from computational language models to detect neural correlates of phoneme, part-of-speech, and word processing in an fMRI experiment. Probabilistic language models have proven to be useful tools for studying how language is processed as a sequence of symbols unfolding in time. Conditional probabilities between sequences of words are at the basis of probabilistic measures such as surprisal and perplexity which have been successfully used as predictors of several behavioural and neural correlates of sentence processing. Here we computed perplexity from sequences of words and their parts of speech, and their phonemic transcriptions. Brain activity time-locked to each word is regressed on the three model-derived measures. We observe that the brain keeps track of the statistical structure of lexical, syntactic and phonological information in distinct areas.

Electrophysiology of Perception and Processing of Phonological Information as Indices of Toddlers' Language Performance.

The toddler years are a critical period for language development and growth. We investigated how event-related potentials (ERPs) to repeated and novel nonwords are associated with clinical assessments of language in young children. In addition, nonword repetition (NWR) was used to measure phonological working memory to determine the unique and collective contribution of ERP measures of phonemic discrimination and NWR as predictors of language ability. Forty children between the ages of 24-48 months participated in an ERP experiment to determine phonemic discrimination to repeated and novel nonwords in an old/new design. Participants also completed a NWR task to explore the contribution of phonological working memory in predicting language. ERP analyses revealed that faster responses to novel stimuli correlated with higher language performance on clinical assessments of language. Regression analyses revealed that an earlier component was associated with lower level phonemic sensitivity, and a later component was indexing phonological working memory skills similar to NWR. Our findings suggest that passive ERP responses indexing phonological discrimination and phonological working memory are strongly related to behavioral measures of language.

Speech Recognition in Adults With Cochlear Implants: The Effects of Working Memory, Phonological Sensitivity, and Aging.

Models of speech recognition suggest that "top-down" linguistic and cognitive functions, such as use of phonotactic constraints and working memory, facilitate recognition under conditions of degradation, such as in noise. The question addressed in this study was what happens to these functions when a listener who has experienced years of hearing loss obtains a cochlear implant. Thirty adults with cochlear implants and 30 age-matched controls with age-normal hearing underwent testing of verbal working memory using digit span and serial recall of words. Phonological capacities were assessed using a lexical decision task and nonword repetition. Recognition of words in sentences in speech-shaped noise was measured. Implant users had only slightly poorer working memory accuracy than did controls and only on serial recall of words; however, phonological sensitivity was highly impaired. Working memory did not facilitate speech recognition in noise for either group. Phonological sensitivity predicted sentence recognition for implant users but not for listeners with normal hearing. Clinical speech recognition outcomes for adult implant users relate to the ability of these users to process phonological information. Results suggest that phonological capacities may serve as potential clinical targets through rehabilitative training. Such novel interventions may be particularly helpful for older adult implant users.