title: Orthographic facilitation and phonological inhibition in spoken word recognition: a developmental study.
abstract: We investigated the extent to which learning to read and write affects spoken word recognition. Previous studies have reported orthographic effects on spoken language in skilled readers. However, very few studies have addressed the development of these effects as a function of reading expertise. We therefore studied orthographic neighborhood (ON) and phonological neighborhood (PN) effects in spoken word recognition in beginning and advanced readers and in children with developmental dyslexia. We predicted that whereas both beginning and advanced readers would show normal PN effects, only advanced readers would show ON effects. The results confirmed these predictions. The size of the ON effect on spoken word recognition was strongly predicted by written language experience and proficiency. In contrast, the size of the PN effect was not affected by reading level. Moreover, dyslexic readers showed no orthographic effects on spoken word recognition. In sum, these data suggest that orthographic effects on spoken word recognition are not artifacts of some uncontrolled spoken language property but reflect a genuine influence of orthographic information on spoken word recognition.
authors.affiliation: Laboratoire de Psychologie Cognitive, CNRS and Université de Provence, Marseille, France. ziegler@up.univ-mrs.fr
authors.forename: Johannes C
authors.initials: JC
authors.lastname: Ziegler
authors.forename: Mathilde
authors.initials: M
authors.lastname: Muneaux
mesh_terms: D000293:Adolescent; D001245:Association Learning; D002648:Child; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D010700:Phonetics; D011930:Reaction Time; D011932:Reading; D012016:Reference Values; D012660:Semantics; D013067:Speech Perception; D014706:Verbal Learning; D014956:Writing