Home > Research > Publications & Outputs > Quantity and Diversity of Pre-Literacy Language...

Associated organisational unit

Electronic data

  • chang_monaghan_18_ssr

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on 10/10/2018, available online: https://www.tandfonline.com/doi/full/10.1080/10888438.2018.1529177

    Accepted author manuscript, 814 KB, PDF document

    Available under license: CC BY: Creative Commons Attribution 4.0 International License

Links

Text available via DOI:

View graph of relations

Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading. / Chang, Ya-Ning; Monaghan, Padraic John.
In: Scientific Studies of Reading, Vol. 23, No. 3, 04.05.2019, p. 235-253.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

APA

Vancouver

Chang Y-N, Monaghan PJ. Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading. Scientific Studies of Reading. 2019 May 4;23(3):235-253. Epub 2018 Oct 10. doi: 10.1080/10888438.2018.1529177

Author

Bibtex

@article{21db6e2d22ec433faa56ec8c30af05da,
title = "Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading",
abstract = "Diversity of vocabulary knowledge and quantity of language exposure prior to literacy are key predictors of reading development. However, diversity and quantity of exposure are difficult to distinguish in behavioural studies, and so the causal relations with literacy are not well known. We tested these relations by training a connectionist triangle model of reading that learned to map between semantic, phonological, and, later, orthographic forms of words. The model first learned to map between phonology and semantics, where we manipulated the quantity and diversity of this preliterate language experience. Then the model learned to read. Both diversity and quantity of exposure had unique effects on reading performance, with larger effects for written word comprehension than for reading fluency. The results further showed that quantity of preliteracy language exposure was only beneficial when this was to a varied vocabulary, and could be an impediment when exposed to a limited vocabulary.",
author = "Ya-Ning Chang and Monaghan, {Padraic John}",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on 10/10/2018, available online: https://www.tandfonline.com/doi/full/10.1080/10888438.2018.1529177",
year = "2019",
month = may,
day = "4",
doi = "10.1080/10888438.2018.1529177",
language = "English",
volume = "23",
pages = "235--253",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development

T2 - Evidence from a Computational Model of Reading

AU - Chang, Ya-Ning

AU - Monaghan, Padraic John

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on 10/10/2018, available online: https://www.tandfonline.com/doi/full/10.1080/10888438.2018.1529177

PY - 2019/5/4

Y1 - 2019/5/4

N2 - Diversity of vocabulary knowledge and quantity of language exposure prior to literacy are key predictors of reading development. However, diversity and quantity of exposure are difficult to distinguish in behavioural studies, and so the causal relations with literacy are not well known. We tested these relations by training a connectionist triangle model of reading that learned to map between semantic, phonological, and, later, orthographic forms of words. The model first learned to map between phonology and semantics, where we manipulated the quantity and diversity of this preliterate language experience. Then the model learned to read. Both diversity and quantity of exposure had unique effects on reading performance, with larger effects for written word comprehension than for reading fluency. The results further showed that quantity of preliteracy language exposure was only beneficial when this was to a varied vocabulary, and could be an impediment when exposed to a limited vocabulary.

AB - Diversity of vocabulary knowledge and quantity of language exposure prior to literacy are key predictors of reading development. However, diversity and quantity of exposure are difficult to distinguish in behavioural studies, and so the causal relations with literacy are not well known. We tested these relations by training a connectionist triangle model of reading that learned to map between semantic, phonological, and, later, orthographic forms of words. The model first learned to map between phonology and semantics, where we manipulated the quantity and diversity of this preliterate language experience. Then the model learned to read. Both diversity and quantity of exposure had unique effects on reading performance, with larger effects for written word comprehension than for reading fluency. The results further showed that quantity of preliteracy language exposure was only beneficial when this was to a varied vocabulary, and could be an impediment when exposed to a limited vocabulary.

U2 - 10.1080/10888438.2018.1529177

DO - 10.1080/10888438.2018.1529177

M3 - Journal article

VL - 23

SP - 235

EP - 253

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 3

ER -