Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

How does orthographic knowledge influence performance on phonological awareness tasks?

Anne Castles1, V M Holmes, Joanna Neath

  • 1Department of Psychology, University of Melbourne, VIC, Australia. acastles@unimelb.edu.au

The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology
|May 15, 2003
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The primed Stroop is not a Stroop task: Evidence from delta plots.

Memory & cognition·2026
Same author

Meaning composition in the processing of transposed-constituent compound nonwords.

Journal of experimental psychology. Human perception and performance·2025
Same author

Priming the distractor can eliminate the Stroop interference effect.

Psychonomic bulletin & review·2024
Same author

Taboo language across the globe: A multi-lab study.

Behavior research methods·2024
Same author

Investigating Equivalence of In-Person and Telehealth-Based Neuropsychological Assessment Performance for Individuals Being Investigated for Younger Onset Dementia.

Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists·2024
Same author

An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers.

The British journal of educational psychology·2023
Same journal

Relations between emotion, illusory word perception, and orthographic repetition blindness: tests of binding theory.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2005
Same journal

Causal and noncausal conditionals: an integrated model of interpretation and reasoning.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2005
Same journal

Phonological similarity effects in verbal complex span.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2005
Same journal

By which name should I call thee? The consequences of having multiple names.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2005
Same journal

Stimulus similarity decrements in children's working memory span.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2005
Same journal

Lag-1 sparing in the attentional blink: benefits and costs of integrating two events into a single episode.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2005
See all related articles

Orthographic influences significantly impact phonological awareness tasks. Even when disadvantageous, automatic processing of spelling (orthography) affects reading-related skills.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Phonological awareness is crucial for reading development.
  • The role of orthography in phonological tasks is not fully understood.
  • Previous research has not fully accounted for automatic orthographic influences.

Purpose of the Study:

  • To investigate the nature and extent of orthographic influences on phonological awareness tasks.
  • To determine if adults and children can inhibit orthographic activation when it is detrimental.
  • To examine the relationship between spelling ability and performance on phonological tasks.

Main Methods:

  • Three experiments were conducted with adults and Grade 5 children.
  • Participants completed phoneme deletion and reversal tasks with varying orthographic-phonological correspondences.

Related Experiment Videos

  • Experiment 3 manipulated task presentation (pure vs. mixed blocks) to assess inhibition.

    • Main Results:

    • Easier phoneme deletion/reversal with direct letter-sound correspondence.
    • Spelling ability correlated with performance on orthographically transparent items.
    • Adults could not inhibit disadvantageous orthographic activation.

    Conclusions:

    • Substantial automatic orthographic influences affect phonological awareness task performance.
    • These influences must be considered when interpreting the link between phonological awareness and reading.
    • Reading acquisition involves complex interactions between orthographic and phonological processing.