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Grapheme coding during sublexical processing in French third and fifth graders.
Eva Commissaire1, Anne-Sophie Besse1, Elisabeth Demont1
1Laboratoire de Psychologie des Cognitions (LPC-EA4440), Université de Strasbourg, 67000 Strasbourg, France.
Journal of Experimental Child Psychology
|April 25, 2018
Summary
Fifth graders process complex graphemes differently during silent reading. Highly cohesive graphemes slow down reading more than simple ones, indicating developing orthographic coding skills.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- Grapheme coding is crucial for reading development.
- Understanding how children process complex graphemes informs reading instruction.
Purpose of the Study:
- To investigate grapheme coding during silent word reading in French developing readers.
- To compare processing of simple, weakly cohesive complex, and highly cohesive complex graphemes.
Main Methods:
- A letter detection task was administered to children in Grades 3 and 5.
- Three grapheme conditions were used: simple, weakly cohesive complex, and highly cohesive complex.
Main Results:
- A significant grapheme condition effect was observed only in Grade 5 readers.
- Both complex grapheme conditions were processed slower than the simple condition in Grade 5.
- The processing slowdown was significantly greater for highly cohesive complex graphemes.
Conclusions:
- Graphemes are coded as sublexical orthographic units by Grade 5.
- The degree of grapheme cohesion impacts fine-grained orthographic coding in developing readers.
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