Phonological priming and orthographic analogies in reading.
Recent work has demonstrated that children can use orthographic analogies between the spelling patterns in words to help in decoding new words (e.g., using beak to read peak; Goswami, 1986, 1988). However, one objection has been that these analogy effects may be due to phonological priming. Two experiments examined the phonological priming alternative. In Experiment 1, a single word reading task compared the use of analogies to read words that shared both orthography and phonology (e.g., most-post), that shared orthography only (e.g., most-cost), or that shared phonology only (e.g. most-toast--the phonological priming condition). Limited effects of phonological priming were found. Experiment 2 then presented the same words embedded in prose passages--"real reading." While the orthographic analogy effect remained robust, the small phonological priming effect disappeared. It is argued that phonological priming is an insufficient explanation of the analogy effect at the single word level, and plays no role in the use of analogies in story reading.
Goswami
U
U
University of Cambridge, England.
D001288:Attention; D002648:Child; D002675:Child, Preschool; D004193:Discrimination Learning; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D010700:Phonetics; D011932:Reading; D014706:Verbal Learning