Who are the noisiest neighbors in the hood? Using error analyses to study the acquisition of letter-position processing

Journal article


Marinus, Eva, Kezilas, Yvette, Kohnen, Saskia Regina, Robidoux, Serje and Castles, Anne. (2018). Who are the noisiest neighbors in the hood? Using error analyses to study the acquisition of letter-position processing. Journal of Experimental Psychology: Learning, Memory, and Cognition. 44(9), pp. 1384-1396. https://doi.org/10.1037/xlm0000524
AuthorsMarinus, Eva, Kezilas, Yvette, Kohnen, Saskia Regina, Robidoux, Serje and Castles, Anne
Abstract

This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1–6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a function of reading proficiency, not of years of reading instruction. Based on the multiple-route model of reading development (Grainger, Lété, Bertand, Dufau, & Ziegler, 2012), we argue that the fact that children make fewer other-word errors (i.e., mostly letter-identity errors) opens up the opportunity for them to make “the more advanced” letter-position errors. Finally, skilled adult readers still made fewer letter-position errors than typical readers in Grade 6, suggesting that the acquisition process is not finalized by the end of primary school. In Study 2, we directly compared letter-position processing with letter-identity processing. Thirty children in Grade 3 and 30 children in Grade 4 read aloud words with and without higher-frequency distractors. Children more often misread a word with a higher-frequency distractor than without such a distractor and this effect was stronger for below-average than for above-average readers. Converging with the results of Study 1, we found that a letter-position distractor is more disruptive than a letter-identity distractor. These results confirm that the acquisition of letter-position processing lags behind of that of letter-identity processing. The results are discussed within the framework of the Lexical Tuning Hypothesis (Castles, Davis, Cavalot, & Forster, 2007), which stresses the importance of feedback between letter (identity and position) coding and (developing) orthographic representations.

Keywordsreading development; reading performance; letter-position processing; letter-identity processing; error analyses
Year01 Jan 2018
JournalJournal of Experimental Psychology: Learning, Memory, and Cognition
Journal citation44 (9), pp. 1384-1396
PublisherAmerican Psychological Association
ISSN0278-7393
Digital Object Identifier (DOI)https://doi.org/10.1037/xlm0000524
Web address (URL)https://psycnet.apa.org/doiLanding?doi=10.1037%2Fxlm0000524
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1384-1396
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All rights reserved
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Controlled
Output statusPublished
Publication dates
Online01 Sep 2018
Publication process dates
Accepted02 Nov 2017
Deposited27 Nov 2024
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© 2018 American Psychological Association

Place of publicationUnited States
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