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The relationships between oral language and reading instruction: Evidence from a computational model of reading

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The relationships between oral language and reading instruction: Evidence from a computational model of reading. / Chang, Ya-Ning; Taylor, Jo; Rastle, Kathy et al.
In: Cognitive Psychology, Vol. 123, 101336, 01.12.2020.

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Chang Y-N, Taylor J, Rastle K, Monaghan P. The relationships between oral language and reading instruction: Evidence from a computational model of reading. Cognitive Psychology. 2020 Dec 1;123:101336. Epub 2020 Aug 18. doi: 10.1016/j.cogpsych.2020.101336

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@article{d4e317fa77fd4bc992d1c5090f6fecbc,
title = "The relationships between oral language and reading instruction: Evidence from a computational model of reading",
abstract = "Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important. However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge. To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate both artificial and natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models{\textquoteright} oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated that oral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading, and emphasise the importance of both oral language knowledge and spelling-sound instruction in the initial stages of learning to read.",
keywords = "Reading instruction, Oral language, Reading development, Computational modelling, Word learning",
author = "Ya-Ning Chang and Jo Taylor and Kathy Rastle and Padraic Monaghan",
year = "2020",
month = dec,
day = "1",
doi = "10.1016/j.cogpsych.2020.101336",
language = "English",
volume = "123",
journal = "Cognitive Psychology",
issn = "0010-0285",
publisher = "Academic Press Inc.",

}

RIS

TY - JOUR

T1 - The relationships between oral language and reading instruction

T2 - Evidence from a computational model of reading

AU - Chang, Ya-Ning

AU - Taylor, Jo

AU - Rastle, Kathy

AU - Monaghan, Padraic

PY - 2020/12/1

Y1 - 2020/12/1

N2 - Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important. However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge. To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate both artificial and natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models’ oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated that oral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading, and emphasise the importance of both oral language knowledge and spelling-sound instruction in the initial stages of learning to read.

AB - Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important. However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge. To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate both artificial and natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models’ oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated that oral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading, and emphasise the importance of both oral language knowledge and spelling-sound instruction in the initial stages of learning to read.

KW - Reading instruction

KW - Oral language

KW - Reading development

KW - Computational modelling

KW - Word learning

U2 - 10.1016/j.cogpsych.2020.101336

DO - 10.1016/j.cogpsych.2020.101336

M3 - Journal article

VL - 123

JO - Cognitive Psychology

JF - Cognitive Psychology

SN - 0010-0285

M1 - 101336

ER -