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The Psycholinguistic Markers of Single Word Recognition for Adult Learners of Literacy: A Drift Diffusion Model Analysis of adult learner lexical decision data

Research output: Contribution to conference - Without ISBN/ISSN Speech

Published
Publication date26/08/2018
Original languageEnglish
Event8th International Summer School on Literacy Research - Hotel Suiderduin, Egmond aan Zee, Netherlands
Duration: 25/08/201830/08/2018

Conference

Conference8th International Summer School on Literacy Research
CountryNetherlands
CityEgmond aan Zee
Period25/08/1830/08/18

Abstract

Adults who have yet to achieve functional literacy may struggle with accessing text. In this they may be similar to the 16-year-old students who also fail to achieve functional literacy. Still younger students may demonstrate
similar profiles of low-average literacy abilities. Adult-learners however, have additional years of language experience. My study asks whether added experience with language affects adult-learner reading practices.
Over 24 weeks, 218 participants - 11-12-year olds, 16-19-year-olds and adults, took part in a repeated measures experiment, completing letter search, lexical decision, isolated word naming and contextual word naming tasks three times, with ability data also collected at each time point. Similar reading practices, differentiated by reading speed and accuracy only, will indicate that language experience does not affect adult-learners' performance. Should the linguistic markers vary between groups, however, this may give rise to further exploration of adult-learners' routes to reading and the role their added language experience plays in accessing text.