title: Semantic involvement in reading aloud: evidence from a nonword training study.
abstract: The current research uses a novel methodology to examine the role of semantics in reading aloud. Participants were trained to read aloud 2 sets of novel words (i.e., nonwords such as bink): some with meanings (semantic) and some without (nonsemantic). A comparison of reading aloud performance between these 2 sets of novel words was used to provide an indicator of the importance of semantic information in reading aloud. In Experiment 1, in contrast to expectations, reading aloud performance was not better for novel words in the semantic condition. In Experiment 2, the training of novel words was modified to reflect more realistic steps of lexical acquisition: Reading aloud performance became faster and more accurate for novel words in the semantic condition, but only for novel words with inconsistent pronunciations. This semantic advantage for inconsistent novel words was again observed when a subset of participants from Experiment 2 was retested 6-12 months later (in Experiment 3). These findings provide support for a limited but significant role for semantics in the reading aloud process.
authors.affiliation: Department of Psychology, University of Melbourne, Victoria, Australia. adam.mckay@epworth.org.au
authors.forename: Adam
authors.initials: A
authors.lastname: McKay
authors.forename: Chris
authors.initials: C
authors.lastname: Davis
authors.forename: Greg
authors.initials: G
authors.lastname: Savage
authors.forename: Anne
authors.initials: A
authors.lastname: Castles
mesh_terms: D032882:Comprehension; D003657:Decision Making; D006801:Humans; D011939:Mental Recall; D010700:Phonetics; D011214:Practice, Psychological; D011578:Psycholinguistics; D011930:Reaction Time; D011932:Reading; D012153:Retention, Psychology; D012660:Semantics; D014705:Verbal Behavior; D014706:Verbal Learning; D014825:Vocabulary