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Updated: Aug 6, 2026
05:38
Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology
Published on: June 29, 2021
Adolescents Activate Phonology When Reading Familiar Words
Jina Kim1, Emily Zrostlik1, Kristi Hendrickson1
1Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.
Summary
Adolescents reading familiar words automatically activate phonology, supporting the prelexical coding theory. This phonological activation is consistent across age groups, reinforcing phonics-based reading instruction.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- A central debate in reading research concerns the role of phonology in written word recognition.
- Perspectives range from automatic phonological engagement (prelexical coding) to no role in meaning activation (postlexical coding).
Purpose of the Study:
- To investigate the real-time activation of phonology during familiar-word reading in adolescents.
- To differentiate between prelexical and postlexical coding theories using a novel methodology.
Main Methods:
- A written word version of the visual world paradigm (VWP) was employed with 30 monolingual adolescents (aged 11-14).
- Participants read target words while eye movements were tracked, with visual stimuli including anadromes to isolate phonological processing.
Main Results:
- Phonological anadromes were activated early and robustly, supporting the prelexical coding view.
- Phonological activation in adolescents was comparable to adults, though stronger in adolescents.
Conclusions:
- Readers consistently activate phonology during familiar-word recognition, irrespective of age or language proficiency.
- Findings provide empirical support for phonics-based reading instruction.
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