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The influence of children's reading ability on initial letter position encoding during a reading-like task
Ascensión Pagán1, Hazel I Blythe1, Simon P Liversedge2
1Department of Psychology.
Journal of Experimental Psychology. Learning, Memory, and Cognition
|February 4, 2021
Summary
Children and adults read misspelled words differently. Transposing the first and third letters caused the most reading disruption, especially for less skilled child readers, suggesting flexible letter encoding aids word identification.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Initial letter transpositions significantly disrupt adult reading, highlighting their importance in lexical identification.
- The impact of reading ability on encoding letter position information in children with misspelled words remains unclear.
Purpose of the Study:
- To investigate how children and adults encode initial-letter position information when reading misspelled words with transpositions.
- To compare the reading disruption caused by different transposition types (TL12, TL13, TL23) in children and adults.
Main Methods:
- A reading-like task was employed using four conditions: control (correctly spelled words), TL12, TL13, and TL23 transpositions.
- Reading disruption and time course were analyzed for different transposition types across age groups and reading abilities.
Main Results:
- The TL13 condition caused the most significant disruption in reading misspelled words, while TL23 caused the least.
- Adults showed rapid disruption for TL13, while children's transposition effects were rapid but longer-lasting.
- Less skilled child readers exhibited extended time courses for transposition effects compared to more skilled readers.
Conclusions:
- Both adults and children, particularly those with higher reading ability, encode internal letter position information more flexibly.
- Flexible encoding of letter position aids in the identification of misspelled words with transposed letters during reading.
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