Use Of Phonological Information Research Articles

The Effectiveness of Interactive Writing Instruction toward Hearing Impaired Students’ Ability in Writing Skill at SMALB-B Kemala Bhayangkari 2 Gresik

The positive relationship between literacy on writing and phonological toward hearing impaired students in which the use of phonological information writing is important to produce a good composition in writing that indicated as a problem of hearing impaired student. Based on the previous studies, interactive writing instruction can be used for teaching learning writing especially for hearing impaired students. Further, the study suggests that it will be more effective if the researcher provides visual aids such as flash card an access for phonological information in a visual form. This study was designed to investigate the significant effect of interactive writing instruction toward hearing impaired students’ ability in writing skill. The design of this study was pre experimental design in the form of one group pre-test and post-test design because only one subject was treated in this study. It means that, the study was done in one group only without other control group. The researcher chose students of first grade in SMALB-B Kemala Bhayangkari 2 Gresik. The data was collected by using test pre-test and post-test about announcement text. After getting the data, the researcher analyzed the data by using SPSS 16.00 and Wilcoxon Sign Rank test. The research finding showed that sign. (2-tailed) is .046. The sig. (2-tailed) was lower than 0.05 (0.04 < 0.05). Ho can be rejected because p value was above 0.05 that was 0.046 at 5% level. There was enough evidence to conclude that the use of interactive instruction on writing skill toward 5 hearing impaired students were significantly different. Therefore, the researcher suggests to English teacher for implementing of interactive writing instruction as an alternative strategy in English teaching. The researcher hopes for the further researcher to apply interactive writing instruction in other skills, and levels.

영어음운론의 정보를 활용한 통사 구조의 기술 - 이항구조 어순에 대한 학습자 지식을 토대로

영어음운론의 정보를 활용한 통사 구조의 기술 - 이항구조 어순에 대한 학습자 지식을 토대로

Early use of phonological codes in deaf readers: An ERP study

Previous studies suggest that deaf readers use phonological information of words when it is explicitly demanded by the task itself. However, whether phonological encoding is automatic remains controversial. The present experiment examined whether adult congenitally deaf readers show evidence of automatic use of phonological information during visual word recognition. In an ERP masked priming lexical decision experiment, deaf participants responded to target words preceded by a pseudohomophone (koral – CORAL) or an orthographic control prime (toral – CORAL). Responses were faster for the pseudohomophone than for the orthographic control condition. The N250 and N400 amplitudes were reduced for the pseudohomophone when compared to the orthographic control condition. Furthermore, the magnitude of both the behavioral and the ERP pseudohomophone effects in deaf readers was similar to that of a group of well-matched hearing controls. These findings reveal that phonological encoding is available to deaf readers from the early stages of visual word recognition. Finally, the pattern of correlations of phonological priming with reading ability suggested that the amount of sub-lexical use of phonological information could be a main contributor to reading ability for hearing but not for deaf readers.

Locus of phonological deficits in adults with dyslexia

Dyslexia is a developmental disorder that has traditionally been viewed as the consequence of impaired phonology. However, recent evidence suggests that the phonological deficits observed in dyslexia may reflect phonetic impairment earlier in the processing stream. The goal of the current work is to test this hypothesis. We use a phoneme-monitoring task to evaluate the relative use of two sources of information for making phonemic decisions (e.g., deciding if “dog” begins with /b/ or /d/). One source comes from a prelexical analysis of the speech signal (phonetic information) and the other source comes from a postlexical analysis (phonological information). Research has shown that healthy listeners flexibly shift between these sources based on experience with the acoustic signal. Specifically, phonemic decisions for native speech reflect phonetic information whereas phonemic decisions for foreign-accented speech reflect the use of phonological information. The interpretation is that phonetic processing is difficult for the foreign-accented speech, leading to a greater reliance on a postlexical analysis. If adults with dyslexia have impairment in phonetic processing, then we predict that phonemic decisions will reflect the use of phonological information for both types of speech, suggesting that the native speech signal is being processed as if it were accented.

Electrophysiological evidence for phonological priming in Spanish Sign Language lexical access

Interactive activation models of lexical access assume that the presentation of a given word activates not only its lexical representation but also those corresponding to words similar in form. Current theories are based on data from oral and written languages, and therefore signed languages represent a special challenge for existing theories of word recognition and lexical access since they allow us to question what the genuine fundamentals of human language are and what might be modality-specific adaptation. The aim of the present study is to determine the electrophysiological correlates and time course of phonological processing of Spanish Sign Language (LSE). Ten deaf native LSE signers and ten deaf non-native but highly proficient LSE signers participated in the experiment. We used the ERP methodology and form-based priming in the context of a delayed lexical decision task, manipulating phonological overlap (i.e. related prime-target pairs shared either handshape or location parameters). Results showed that both parameters under study modulated brain responses to the stimuli in different time windows. Phonological priming of location resulted in a higher amplitude of the N400 component (300–500ms window) for signs but not for non-signs. This effect may be explained in terms of initial competition among candidates. Moreover, the fact that a higher amplitude N400 for related pairs was found for signs but not for non-signs points to an effect at the lexical level. Handshape overlap produced a later effect (600–800ms window). In this window, a more negative-going wave for the related condition than for the unrelated condition was found for non-signs in the native signers group. The findings are discussed in relation to current models of lexical access and word recognition. Finally, differences between native and non-native signers point to a less efficient use of phonological information among the non-native signers.

Children's use of phonological information in ambiguity resolution: a view from Mandarin Chinese

How do children develop the mapping between prosody and other levels of linguistic knowledge? This question has received considerable attention in child language research. In the present study two experiments were conducted to investigate four- to five-year-old Mandarin-speaking children's sensitivity to prosody in ambiguity resolution. Experiment 1 used eye-tracking to assess children's use of stress in resolving structural ambiguities. Experiment 2 took advantage of special properties of Mandarin to investigate whether children can use intonational cues to resolve ambiguities involving speech acts. The results of our experiments show that children's use of prosodic information in ambiguity resolution varies depending on the type of ambiguity involved. Children can use prosodic information more effectively to resolve speech act ambiguities than to resolve structural ambiguities. This finding suggests that the mapping between prosody and semantics/pragmatics in young children is better established than the mapping between prosody and syntax.

Individual differences in pseudohomophony effect relates to auditory categorical perception skills

The study examined whether individual differences in the quality of phonological representations, measured by a categorical perception task (CP), are related with the use of phonological information in a lexical decision pseudohomophone task. In addition, the lexical frequency of the stimuli was manipulated. The sample consisted of Spanish-speaking normal reading adults. When high frequency stimuli were used, CP explained a significant proportion of the variance observed in the pseudohomophone effect. This result supports the idea that, even in normal reading adults, the use of phonological information during lexical access depends on the quality of their phonological representation.

Kurzfristiges Satzbehalten bei Kindern mit auditiven Verarbeitungs- und Wahrnehmungsstörungen Ein Gruppenvergleich

To compare sentence repetition performance of different groups of children with Auditory Processing Disorders (APD) and to examine the relationship between age or respectively nonverbal intelligence and sentence recall. Nonverbal intelligence was measured with the COLOURED MATRICES, in addition the children completed a standardized test of SENTENCE REPETITION (SR) which requires to repeat spoken sentences (subtest of the HEIDELBERGER SPRACHENTWICKLUNGSTEST). Three clinical groups (n=49 with monosymptomatic APD; n=29 with APD+developmental language impairment; n=14 with APD+developmental dyslexia); two control groups (n=13 typically developing peers without any clinical developmental disorder; n=10 children with slight reduced nonverbal intelligence). The analysis showed a significant group effect (p=0.0007). The best performance was achieved by the normal controls (T-score 52.9; SD 6.4; Min 42; Max 59) followed by children with monosymptomatic APD (43.2; SD 9.2), children with the co-morbid-conditions APD+developmental dyslexia (43.1; SD 10.3), and APD+developmental language impairment (39.4; SD 9.4). The clinical control group presented the lowest performance, on average (38.6; SD 9.6). Accordingly, language-impaired children and children with slight reductions in intelligence could poorly use their grammatical knowledge for SR. A statistically significant improvement in SR was verified with the increase of age with the exception of children belonging to the small group with lowered intelligence. This group comprised the oldest children. Nonverbal intelligence correlated positively with SR only in children with below average-range intelligence (0.62; p=0.054). The absence of APD, SLI as well as the presence of normal intelligence facilitated the use of phonological information for SR.

Phonology and syntax in specific language impairment: Evidence from a connectionist model

Difficulties in resolving pronominal anaphora have been taken as evidence that Specific Language Impairment (SLI) involves a grammar-specific impairment. The present study explores an alternative view, that grammatical deficits in SLI are sequelae of impaired speech perception. This perceptual deficit specifically affects the use of phonological information in working memory, which in turn leads to poorer than expected syntactic comprehension. This hypothesis was explored using a connectionist model of sentence processing that learned to map sequences of words to their meanings. Anaphoric resolution was represented in this model by recognizing the semantics of the correct antecedent when a bound pronoun was input. When the model was trained on distorted phonological inputs—simulating a perceptual deficit—it exhibited marked difficulty resolving bound anaphors. However, many other aspects of sentence comprehension were intact; most importantly, the model could still resolve pronouns using gender information. In addition, the model’s deficit was graded rather than categorical, as it was able to resolve pronouns in some sentences, but not in others. These results are consistent with behavioral data concerning syntactic deficits in SLI. The model provides a causal demonstration of how a perceptual deficit could give rise to grammatical deficits in SLI.

Treatment of single word oral reading in an individual with deep dyslexia

Background: Deep dyslexia is an acquired reading disorder in which the lexical and nonlexical reading routes are impaired, resulting in poor nonword reading, semantic errors in oral reading, visual-perceptual errors in oral reading, poor reading of functors, and imageability effects. There is evidence that individuals combine information from the lexical (semantic system) and the non-lexical routes to read words aloud. This evidence shows that partial phonological and semantic information combined at the level of the phonological output lexicon reduces semantic errors in reading aloud and increases the ability to produce the correct words. Aims: The aim of the present study was to use a phonologically based oral reading treatment to treat impaired single word oral reading in an individual with deep dyslexia. We hypothesised that phonologically based treatment would improve oral reading of real words, decreasing the amount of semantic errors. Methods & Procedures: The Wilson Reading System was used in therapy. This phonics-based programme focuses on the use of grapheme-phoneme correspondences, blending, and phonological awareness. A multiple-baseline design was used to evaluate the treatment effects in a single individual with deep dyslexia. Outcomes & Results: Following treatment at the single word level, the individual showed a significant improvement in single word oral reading for the targeted syllabic structure and in nonword reading. There was also a significant reduction in semantic errors in oral reading. One month post-treatment, the individual maintained treatment gains. Conclusions: Results support the hypothesis that the partial use of phonological information, combined with semantic information, results in improved accuracy of oral reading. This suggests that treatment of oral reading in people with deep dyslexia may benefit from attention to the non-lexical (phonological) component of reading in addition to the lexical/semantic component.

Development of phonological sensitivity in 2- to 5-year-old children.

This study examined phonological sensitivity in 238 children from middle- to upper-income families and 118 children from lower-income families across different levels of linguistic complexity. Children ranged in age from 2 to 5 years. Overall, the results indicated that as children increased in age, phonological sensitivity both increased in absolute terms and became more stable. Significant social class differences in growth of phonological sensitivity were also obtained. Phonological sensitivity at different levels of linguistic complexity (e.g., syllables, phonemes) was substantially interrelated at each age and predicted word reading ability in older children independently of language skills and letter knowledge. These results indicate that phonological sensitivity can be assessed in young preschool children and that lower levels of phonological sensitivity may serve as developmental precursors to higher levels of phonological sensitivity. The development of phonological processing is an important precursor to the acquisition of early reading skills (e.g., Adams, 1990; Wagner & Torgesen, 1987). Phonological processing refers to the use of phonological information (i.e., the sounds of one's language) in processing written and oral language. A growing body of research indicates that individual differences in one form of phonological processing, phonological sensitivity, are causally related to the normal acquisition of beginning reading (e.g., Bryant, MacLean, Bradley, & Crossland, 1990; Wagner & Torgesen, 1987; Wagner, Torgesen, & Rashotte, 1994). Children who are better at detecting and manipulating syllables, rhymes, or phonemes are quicker to learn to read, and this relation is present even after variability in reading skill due to factors such as IQ, receptive vocabulary, memory skills, and social class is partialed out (Bryant et al., 1990; Wagner & Torgesen, 1987; Wagner et al., 1994). The majority of evidence linking phonological sensitivity in prereaders with the development of reading has come from studies that have assessed children's phonological sensitivity at the point of school entry but prior to formal reading instruction. For example, Share, Jorm, MacLean, and Mathews (1984) found that children's phonological sensitivity, measured at the beginning of kindergarten with a phoneme segmentation task, was the single best predictor of

Phonological Processing and the Role of Strategy in Silent Reading: Behavioral and Electrophysiological Evidence

To examine the contribution of phonological processing in silent reading, 51 native English speakers made decisions about targets presented either in word pairs or in sentences. The target words were homophonically (plain–plane), orthographically (plane–place), or semantically (plane–jet) related. N200 was enhanced only to homophonic targets, suggesting the use of phonological information in silent reading. Memory load did not affect the N200 amplitude. N400 was enhanced toallsemantically incongruent words and was larger in the word pair condition. Reaction times were influenced by both experimental condition and target relationships; homophonic stimuli elicited the fastest RTs in the word pair condition and the slowest RTs in the sentence condition, suggesting the use of different strategies. Thus, ERP components and behavioral responses registered different aspects of language processing.

Use of phonological information in processing kanji and katakana by skilled and less skilled Japanese readers

The study examined in the biscriptal Japanese orthography if phonological processing may accompany accurate and rapid visual recognition of single kanji characters according to their semantic or phonetic constituent elements, and high- and low-frequency katakana words. The subjects consisted of 108 grades 4, 5, and 6 Japanese children dichotomized into skilled and less skilled readers. The concurrent articulation interference paradigm was used while the subjects were making the lexicality decisions. The results suggest that visual-phonetic recoding may be possible in accessing difficult kanji characters with phonetic elements; and that phonological processing may vary according to the frequency of the katakana words. Further, younger children and less skilled readers are less efficient in their maintenance of the phonological code in processing the kanji and kana lexical items.

Are Phonemic Effects in Backward Masking Evidence for Automatic Prelexical Phonemic Activation in Visual Word Recognition?

Recently, several pieces of evidence have led to a resurgence in the popularity of phonologically based approaches to visual word recognition. We review one such piece of evidence: Backward masking with a homophonic mask induces better target recognition than backward masking with a graphemic mask that shares the same letters with the target word as the homophonic mask. From the advantage for words followed by homophonic masks, the existence of automatic prelexical phonemic activation has been inferred. The present study investigates whether this phonemic effect under backward masking conditions can be influenced by control strategies on the part of subjects. We demonstrate that the phonemic effect in backward masking is observed only when the procedure encourages the use of phonological information. The implications for claims of automaticity on the basis of visual masking and for theories of reading in general are discussed.

The Flexible Use of Phonological Information in Word Recognition in Korean

Two experiments assessed word recognition in processes in Korean. The Korean orthography mixes alphabetic and logographic scripts ( Hangul and Hanza, respectively). In the first experiment, native Korean speakers named words printed either in Hangul or in Hanza. One group received 20% Hanza and 80% Hangul, and for the second group these proportions were reversed. Recognition of Hangul words, but not Hanza words, was affected by this manipulation. In the second experiment, subjects read high- and low-frequency Hangul words embedded in a list consisting of additional Hangul words, Hanza words, or Hangul pseudowords. Only in the context of Hanza words did Hangul word frequency affect naming time. These results suggest a flexibility in the use of phonological information in reading alphabetic Korean, and suggest further that a phonological route to word recognition is favored by the shallow Hangul orthography.

Phonological cues to open- and closed-class words in the processing of spoken sentences

Evidence is presented that (a) the open and the closed word classes in English have different phonological characteristics, (b) the phonological dimension on which they differ is one to which listeners are highly sensitive, and (c) spoken open- and closed-class words produce different patterns of results in some auditory recognition tasks. What implications might link these findings? Two recent lines of evidence from disparate paradigms—the learning of an artificial language, and natural and experimentally induced misperception of juncture—are summarized, both of which suggest that listeners are sensitive to the phonological reflections of open- vs. closed-class word status. Although these correlates cannot be strictly necessary for efficient processing, if they are present listeners exploit them in making word class assignments. That such a use of phonological information is of value to listeners could be indirect evidence that open- vs. closed-class words undergo different processing operations.

Phonological priming: Failure to replicate in the rapid naming task

In two experiments, we examined the use of phonological information in naming in English. In both experiments, a priming technique was used. Primes and targets were both graphemically and phonemically similar, only phonemically similar, or unrelated. The results of Experiment 1 did not reveal a significant priming effect. The same design and materials were used in Experiment 2, but this time, the context was forward masked. Again, the results of Experiment 2 showed no existence of a phonological priming effect. These negative outcomes extend the failure of Martin and Jensen (1988) to obtain rhyming effects in the lexical decision task with English words, and they are contrary to recent investigations with Serbo-Croatian words (Lukatela & Turvey, 1990).

Is dependence on phonological information in children's reading a product of instructional approach?

Eight-year-old British children were found to be less accurate at rejecting pseudohomophones than ordinary nonwords in a lexical decision task, but 8-year-old New Zealand children did not show this effect. A subsequent homophone decision task showed that this difference was not due to the New Zealand children being unable to distinguish pseudohomophones from other nonwords. The New Zealand children, however, were less accurate than the British children in pronouncing the pseudohomophones they had identified. It was argued that the British children tended to sound out the items before making a choice in the lexical decision task, which gave salience to phonological rather than visual information, resulting in increased errors to the pseudohomophones. It was concluded that where the British children showed this dependency on use of phonological information it was a product of the teaching approach they had experienced.

The use of phonological information by good and poor readers in memory and reading tasks.

There has been a recent debate about the utilization of phonological information by poor readers in both working memory and reading tasks. The purpose of the first experiment in this study was to examine whether the absence of phonological similarity effects in working memory reported in previous studies was due to inappropriate levels of task difficulty. Poor readers and their reading age controls were found to show a normal effect when the memory task was at an appropriate level of difficulty, but no effect when a large number of items had to be recalled. However, in a recognition memory task, the poor readers chose orthographically similar pairs, whereas the reading-age and chronological age controls chose phonologically similar pairs. The purpose of a final experiment was to determine whether or not the good and poor readers could be differentiated in terms of their reading strategies; both groups showed regularity effects in a naming task and pseudohomophone effects in a lexical decision task. However, although poor readers could read three-letter nonwords as well as their controls, they were significantly impaired in reading more complex one-syllable nonwords. It was concluded that poor readers may have a phonological dysfunction in some aspects of reading that is unrelated to whether or not they show phonological similarity effects in working memory. Impaired segmentation skills may underly their difficulties in both reading and nonreading tasks.

The nature of prereaders' phonological processing abilities

We investigated the nature of prereaders' phonological processing abilities by giving 111 preschool nonreaders a battery of 12 phonological processing tasks. Each task represented one of three kinds of phonological processing: phonological awareness, phonological coding in lexical access, and phonological coding in working memory. Five alternative models of the nature of prereaders' phonological processing abilities were tested by their fit to the covariances among phonological processing tasks after IQ had been partialled out. Our results provide evidence for two coherent phonological processing abilities in prereaders that are independent of IQ: phonological coding in working memory and phonological coding in lexical access. Performance on common measures of phonological awareness appears to be a function of efficiency of phonological coding in working memory. Our results call into question the view that phonological awareness, narrowly defined, is what is being measured by common-awareness measures and, by implication, that phonological awareness in and of itself is consequential to successful acquisition of beginning reading skills. Rather, the ability to make productive use of phonological information in coding information may be what really matters, and whether or not awareness enables use is an important unresolved issue. We conclude by considering the theoretical and practical implications of our findings.