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On the relation between single word and multiple word processing during learning to read.

Brice Brossette1, Élise Lefèvre2, Jonathan Grainger3

  • 1Aix-Marseille University, CNRS, LPL, 13100 Aix-en-Provence, France; Aix-Marseille University, Pôle Pilote AMPIRIC, 13013 Marseille, France; Université Lumière Lyon 2, Laboratoire d'Études des Mécanismes Cognitifs, 69007 Lyon, France.

Journal of Experimental Child Psychology
|March 22, 2025
PubMed
Summary
This summary is machine-generated.

Children

Keywords:
Grammatical decision taskLexical decision taskMultiple word processingOrthographic processingReading developmentSingle word processing

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Area of Science:

  • Developmental psychology
  • Cognitive neuroscience
  • Educational psychology

Background:

  • Reading development involves both single word and multiple word processing.
  • Understanding the developmental trajectory of these skills is crucial for identifying reading difficulties.

Purpose of the Study:

  • To investigate the developmental progression of single and multiple word processing in French-speaking children.
  • To identify the relationship between these two skills and their developmental interdependence.

Main Methods:

  • 150 French-speaking children (Grades 2-6) completed a Lexical Decision Task (LDT) for single words and a Grammatical Decision Task (GDT) for word sequences.
  • Signal detection theory and cluster analysis were employed to analyze performance across varying display times.

Main Results:

  • All children demonstrated proficiency in single word processing (LDT).
  • Multiple word processing (GDT) ability emerged significantly in Grade 4 and Grade 6.
  • A specific threshold in single word processing efficiency (LDT sensitivity of 1.95, achieved by Grade 3) predicted successful multiple word processing.

Conclusions:

  • Efficient single word processing is a prerequisite for developing multiple word processing skills.
  • The maturation of multiple word processing is a gradual process that extends over several years.
  • Early identification of single word processing efficiency can predict later development of more complex reading skills.