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Language Development

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Related Experiment Video

Updated: Jun 29, 2026

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

The effect of word length on lexical decision in dyslexic and normal reading children.

Vanessa E G Martens¹, Peter F de Jong

¹Department of Education, University of Amsterdam, Amsterdam, The Netherlands. v.e.g.martens@uva.nl

Brain and Language

|May 13, 2006

Summary

Word length significantly impacts reading in children with dyslexia. Dyslexic children rely more on sub-lexical processing, unlike typical readers who increasingly use lexical strategies.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Neuroscience

Background:

Reading acquisition involves both sub-lexical (phonological) and lexical (whole-word) processing.
Developmental dyslexia is characterized by persistent difficulties in reading despite adequate intelligence and educational opportunities.
Understanding the reading strategies employed by dyslexic individuals is crucial for effective intervention.

Purpose of the Study:

To investigate the influence of word length on lexical decision-making in 10-year-old children with dyslexia.
To compare the reading strategies of dyslexic children with chronological age and reading age controls.
To examine the developmental trajectory of reading procedures in dyslexia.

Main Methods:

A lexical decision task was administered to dyslexic children, chronological age controls, and reading age controls.
Participants identified whether letter strings were real words or pseudowords.
Stimuli varied in length, ranging from 3 to 6 letters.

Main Results:

Word length effects on lexical decisions were significantly more pronounced in dyslexic children and reading age controls compared to chronological age controls.
Dyslexic children demonstrated a stronger reliance on sub-lexical processing strategies.
Normal reading children showed an increasing contribution of lexical processing with word length.

Conclusions:

Findings suggest that dyslexic children predominantly utilize sub-lexical reading procedures.
Normal readers increasingly employ lexical reading strategies as word length increases.
The results have implications for refining computational models of reading and understanding developmental dyslexia.