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Taha, Haitham; Taha, Hanada; Shaheen, Huda – Journal of Psycholinguistic Research, 2023
The current study examined the effect of the linguistic status of the verbal previewing strategy on the outcomes of reading comprehension tasks among second (N = 25, age 7.08 ± 0.3), and sixth-grade students (N = 25, age 11.75 ± 0.25), with typical reading development. The texts for each group were carefully matched and were divided into three…
Descriptors: Arabic, Reading Comprehension, Grade 2, Grade 6
van den Boer, Madelon; Bazen, Loes; de Bree, Elise – Journal of Psycholinguistic Research, 2022
Dyslexia is characterized by poor word reading. In research, education, and diagnosis, "oral" reading is commonly assessed, and outcomes are generalized to "silent" reading, although similarities and differences between oral and silent reading are poorly understood. We therefore compared oral word reading, oral text reading and…
Descriptors: Oral Reading, Silent Reading, Children, Adolescents
Abu Rabia, Salim – Journal of Psycholinguistic Research, 2019
The goal of the present study was to investigate the effect of short Arabic vowels on listening comprehension. It is well documented that short vowels affect reading and reading comprehension in Arabic literacy. Since reading comprehension and listening comprehension share many commonalities, it is assumed that short vowels will positively affect…
Descriptors: Vowels, Semitic Languages, Listening Comprehension, Short Term Memory
Cummine, Jacqueline; Aalto, Daniel; Ostevik, Amberley; Cheema, Kulpreet; Hodgetts, William – Journal of Psycholinguistic Research, 2018
Reading is a complex process that includes the integration of information about letters (graphemes) and sounds (phonemes). In many circumstances, such as noisy environments, response inhibition is an additional factor that plays a marked role in successful oral reading. Response inhibition can take the form of task relevant inhibition (i.e., foils…
Descriptors: Naming, Reading Processes, Graphemes, Phonemes
Feizabadi, Parvin Sadat; Bijankhan, Mahmood – Journal of Psycholinguistic Research, 2015
This study examines the effect of non-sentential context prosody pattern on lexical activation in Persian. For this purpose a questionnaire including target and non-target words is used. The target words are homographs with two possible stress patterns belonging to different syntactic categories. Participants are asked to read out the words aloud…
Descriptors: Language Research, Indo European Languages, Intonation, Suprasegmentals
Kemper, Susan; Bontempo, Daniel; Schmalzried, RaLynn; McKedy, Whitney; Tagliaferri, Bruno; Kieweg, Doug – Journal of Psycholinguistic Research, 2014
A digital pursuit rotor was used to monitor oral reading costs by time-locking tracking performance to the auditory wave form produced as young and older adults were reading out short paragraphs. Multilevel modeling was used to determine how paragraph-level predictors of length, grammatical complexity, and readability and person-level predictors…
Descriptors: Oral Reading, Predictor Variables, Age, Short Term Memory
Zhang, Qingfang; Damian, Markus F. – Journal of Psycholinguistic Research, 2012
The potential role of orthographic representations on spoken word production was investigated with speakers of Chinese, a non-alphabetic and orthographically non-transparent language. Using the response generation procedure, we obtained the well-known facilitation from word-initial phonological overlap, but this effect was unaffected by whether or…
Descriptors: Speech, Phonology, Oral Language, Personality
Hwang, Hyekyung; Schafer, Amy J. – Journal of Psycholinguistic Research, 2009
Two sentence processing experiments on a dative NP ambiguity in Korean demonstrate effects of phrase length on overt and implicit prosody. Both experiments controlled non-prosodic length factors by using long versus short proper names that occurred before the syntactically critical material. Experiment 1 found that long phrases induce different…
Descriptors: Sentences, Silent Reading, Figurative Language, Korean
Booth, James R.; Harasaki, Yasuaki; Burman, Douglas D. – Journal of Psycholinguistic Research, 2006
Nine-ten-and twelve-year-old children (N = 75) read aloud dominant, subordinate or ambiguous bias sentences (N = 120) that ended in a homonym (BALL). After the sentence (1,000 ms), children read aloud targets that were related to the dominant (BAT) or subordinate (DANCE) meaning of the homonym or control targets. Participants were also divided…
Descriptors: Sentences, Reaction Time, Oral Reading, Word Recognition