The Effect of Homophone Training on Pseudohomophone Reaction Time
Abstract
The study investigated the effect of training with homophones on the
pseudohomophone effect when participants were required to search their
lexicon for a familiar letter string, this also investigated the ideas
put forward by the dual route model where orthographic and
phonological processes are both used in the analysis of word strings.
The design of the experiment was a between subjects forced choice
lexical decision task, where participants were shown two word strings
simultaneously and asked to respond as to which was a correct word.
Participants were students from the University of Nottingham split
into two different groups that were subject too different training
conditions. Stimuli were four letter single syllabale word strings
including homophones, regular words, non word strings, and
pseudohomophones as used in previous research by Underwood (1988). The
results obtained did not show a significant difference in reaction
times between the two conditions although further analysis did show
that the pseudohomophone effect was present. The study concludes that
although the results were not significant at a high confidence level
they are still positive in supporting the ideas of earlier studies
including the dual route model and the important roles of both
orthographic and phonological processes in word recognition.
Introduction
A pseudohomophone is a letter string that looks and sounds like a word
such as “Bild” (a non word that sounds like a real world, build). The
pseudohomophone effect says that it will take longer to distinguish
between a real word and a pseudohomophone than to distinguish between
a real word and a non word, such as “jate”, which is not a
pseudohomophone. Rubenstein et al (1971) presented participants with a
word that was either a non word, a pseudohomophone or a real world for
2 seconds and asked them to respond as to whether they had just seen a
real word or a non word. The results showed the pseudohomophone effect
and Rubenstein (1971) suggested that this occurrs because we use a
Migration has been a constant factor in England, especially since the late 20th Century, there are about 13.5% of primary school populations distinguished as learners of English as an additional language (National Statistics, 2007). Many researchers have studied the association between working memory capacity and reading, on English as a Second Language (ESL) learners through the measures designed by Daneman and Carpenter (1980, Cited in Alptekin and Ercetin, 2009). Lesaux and Siegel (2003) stated that there is an ongoing developmental processing with reading skills, especially in English, which is heavily relied upon phonological processing as it is assumed that this cognitive process play a significant role on a child’s reading skills.
The goals previously mentioned were developed according to biological maturation and social interactionism theories. According to Norman Geschwind et. al., “language is a product of brain structures and functions which play a primary role in supporting language acquisition.” The fact that George’s grandfather reported that the mother would smoke and drink while pregnant may be the environmental factor of why George has a learning disability. According to the National Institute on Alcohol Abuse and Alcoholism, it is stated that when women drink while pregnant characteristics such as facial abnormalities, growth retardation, and brain damage, which is demonstrated by intellectual difficulties, can be seen in children. As for the biological maturation theory, it is stated that neuroscientists have added evidence that the cerebellum and thalamus play roles in language learning; therefore, George’s learning disability can be attributed to the environmental factors, the mother drinking and smoking while
The more he went the less number of people was seen. The moment all witnesses were out of sight did the figure make their move.
the lights came on. Then we just sat their for a while and I saw a lot of
Although there are many difficulties such as Autism, Cerebral Palsy, Apraxia, English as an Additional Language (EAL), Stuttering and Selective Mutism, all of which impact greatly on language acquisition, Cherry (2011) focuses on impaired hearing, providing not only an overview of the condition but also the means with which to positively impact on language acquisition.
My observation took place at Providence Speech and Hearing Center in Fullerton. I had the opportunity to watch Megan Dorsett, M.A. CCC-SLP (CA #: 24744, ASHA #: 14112467) conduct a therapy session with a group of two four-year-old boys. The session was fast-paced and efficient, it quickly transitioned from one activity to the next. It began with Megan showing the group flashcards and then having them describe what they saw. Responses from the group included “she’s eating a watermelon” and “she’s riding a bike.” Megan proceeded therapy with a quick bubble popping session. This involved her asking each member of the group if they wanted big or small bubbles and they provided responses such as “I want big bubbles.” During this activity, Megan
room and told them to watch a pinpoint of light and report how far it moved. Sherif wanted to see if
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
My assessment on this student were intended to focus on is age appropriate base on the Pre- School Common Core Phonemic Awareness as an emergent reading. In my assessment, the child will use prior knowledge on identify letters sounds, with recognizes and name at least all or some the letters. He could use his prior knowledge letters of his name and demonstrate his understanding how print is used and how print works. He can demonstrate his understanding informational from the text. This assessment will show if he could identify book, such as front, back, and story sequences. I could also recognize if he could understand how the events of the story relate with the character in the story. I will have used my assessment sheet with rhyming words to obverses his prior knowledge on rhyming words.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Looking upon my time here at Central Michigan, I recall in previous courses that phonemic awareness is how we interpret the sounds in a word. Essentially, being able to hear and identify these sounds of our language. After deeply focusing on Phonological and phonemic awareness over the course of a few weeks, it is clear that my prior knowledge isn’t far off. Both of these skills involve sound and can be processed with eyes closed—no printed material. After much research, these skills are vital to a child and their development; they aid in spelling, alphabetic principle, and letter-sound correspondence. If this skill is not obtained by a child, he or she will have a difficult time with reading and comprehension in addition to poor spelling.
And immediately she got it and couldn’t believe she missed it this whole time. She then explained how each time made sense on me asking, because she thought I was trying to be polite. We couldn’t stop laughing about the whole thing.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
Language Development in Exceptional Circumstances: Auditory Impairment The study of child language acquisition became of interest to psycholinguists in the 1960’s after Chomsky’s suggestion that the study of the development of language would provide evidence for theories of language. Ever since these initial studies, theorists have used the development of child language to study issues such as the contexts of interaction in which language arises and the importance of parental input. After the explosion of interest in language acquisition linguists began to take an interest in the development of language (more specifically sign language) in deaf children. By examining a selection of these studies I will attempt to discuss the implications of the studies in comparison to language acquisition theories.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,