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Exploring the relations between oral language and reading instruction in a computational model of reading

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

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Exploring the relations between oral language and reading instruction in a computational model of reading. / Chang, Ya-Ning; Taylor, Joanne; Rastle, Kathleen; Monaghan, Padraic John.

Proceedings of the 39th Annual Conference of the Cognitive Science Society. Austin, Tx : Cognitive Science Society, 2017. p. 1740-1745.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Harvard

Chang, Y-N, Taylor, J, Rastle, K & Monaghan, PJ 2017, Exploring the relations between oral language and reading instruction in a computational model of reading. in Proceedings of the 39th Annual Conference of the Cognitive Science Society. Cognitive Science Society, Austin, Tx, pp. 1740-1745.

APA

Chang, Y-N., Taylor, J., Rastle, K., & Monaghan, P. J. (2017). Exploring the relations between oral language and reading instruction in a computational model of reading. In Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1740-1745). Austin, Tx: Cognitive Science Society.

Vancouver

Chang Y-N, Taylor J, Rastle K, Monaghan PJ. Exploring the relations between oral language and reading instruction in a computational model of reading. In Proceedings of the 39th Annual Conference of the Cognitive Science Society. Austin, Tx: Cognitive Science Society. 2017. p. 1740-1745

Author

Chang, Ya-Ning ; Taylor, Joanne ; Rastle, Kathleen ; Monaghan, Padraic John. / Exploring the relations between oral language and reading instruction in a computational model of reading. Proceedings of the 39th Annual Conference of the Cognitive Science Society. Austin, Tx : Cognitive Science Society, 2017. pp. 1740-1745

Bibtex

@inproceedings{7ceacb286dce464ba20cf442f8ba4974,
title = "Exploring the relations between oral language and reading instruction in a computational model of reading",
abstract = "To become a proficient reader, children have to learn mappings between print, sound and meaning. There is debate over whether reading instruction should focus on the relations between print and sound, as in phonics, or on the relationship between print and meaning, as in sight word reading. In a study where participants learned a novel artificial orthography, Taylor, Davis and Rastle (submitted) compared print to sound focused or print to meaning focused reading training, demonstrating that sound training was superior for learning to read. However, a benefit from sound focused training is likely dependent on prior acquisition of effective sound to meaning relations of words. To explore this issue, we developed a connectionist model of reading. We exposed the model to a sound or a meaning focused training, but varied the model’s pre-acquired oral language skills. The simulation results showed that proficiency in oral language is a determinant of the advantage of print to sound focused reading training, indicating that reading training should address both oral language skills and print to sound mappings.",
author = "Ya-Ning Chang and Joanne Taylor and Kathleen Rastle and Monaghan, {Padraic John}",
year = "2017",
month = "7",
day = "26",
language = "English",
pages = "1740--1745",
booktitle = "Proceedings of the 39th Annual Conference of the Cognitive Science Society",
publisher = "Cognitive Science Society",

}

RIS

TY - GEN

T1 - Exploring the relations between oral language and reading instruction in a computational model of reading

AU - Chang, Ya-Ning

AU - Taylor, Joanne

AU - Rastle, Kathleen

AU - Monaghan, Padraic John

PY - 2017/7/26

Y1 - 2017/7/26

N2 - To become a proficient reader, children have to learn mappings between print, sound and meaning. There is debate over whether reading instruction should focus on the relations between print and sound, as in phonics, or on the relationship between print and meaning, as in sight word reading. In a study where participants learned a novel artificial orthography, Taylor, Davis and Rastle (submitted) compared print to sound focused or print to meaning focused reading training, demonstrating that sound training was superior for learning to read. However, a benefit from sound focused training is likely dependent on prior acquisition of effective sound to meaning relations of words. To explore this issue, we developed a connectionist model of reading. We exposed the model to a sound or a meaning focused training, but varied the model’s pre-acquired oral language skills. The simulation results showed that proficiency in oral language is a determinant of the advantage of print to sound focused reading training, indicating that reading training should address both oral language skills and print to sound mappings.

AB - To become a proficient reader, children have to learn mappings between print, sound and meaning. There is debate over whether reading instruction should focus on the relations between print and sound, as in phonics, or on the relationship between print and meaning, as in sight word reading. In a study where participants learned a novel artificial orthography, Taylor, Davis and Rastle (submitted) compared print to sound focused or print to meaning focused reading training, demonstrating that sound training was superior for learning to read. However, a benefit from sound focused training is likely dependent on prior acquisition of effective sound to meaning relations of words. To explore this issue, we developed a connectionist model of reading. We exposed the model to a sound or a meaning focused training, but varied the model’s pre-acquired oral language skills. The simulation results showed that proficiency in oral language is a determinant of the advantage of print to sound focused reading training, indicating that reading training should address both oral language skills and print to sound mappings.

M3 - Conference contribution/Paper

SP - 1740

EP - 1745

BT - Proceedings of the 39th Annual Conference of the Cognitive Science Society

PB - Cognitive Science Society

CY - Austin, Tx

ER -