• On the relation between single...

Treffer: On the relation between single word and multiple word processing during learning to read.

Title:
On the relation between single word and multiple word processing during learning to read.
Authors:
Brossette B; Aix-Marseille University, CNRS, LPL, 13100 Aix-en-Provence, France; Aix-Marseille University, Pôle Pilote AMPIRIC, 13013 Marseille, France; Université Lumière Lyon 2, Laboratoire d'Études des Mécanismes Cognitifs, 69007 Lyon, France. Electronic address: brice.brossette@univ-amu.fr., Lefèvre É; Université Lumière Lyon 2, Laboratoire d'Études des Mécanismes Cognitifs, 69007 Lyon, France; KU Leuven, Research Group ExpORL, Department of Neurosciences, Leuven, Belgium., Grainger J; Aix-Marseille University, Institute for Language, Communication and the Brain (ILCB), 13100 Aix-en-Provence, France; Laboratoire de Psychologie Cognitive, CNRS and Aix-Marseille University, Marseille, France., Lété B; Université Lumière Lyon 2, Laboratoire d'Études des Mécanismes Cognitifs, 69007 Lyon, France.
Source:
Journal of experimental child psychology [J Exp Child Psychol] 2025 Jul; Vol. 255, pp. 106223. Date of Electronic Publication: 2025 Mar 21.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: Academic Press Country of Publication: United States NLM ID: 2985128R Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1096-0457 (Electronic) Linking ISSN: 00220965 NLM ISO Abbreviation: J Exp Child Psychol Subsets: MEDLINE
Imprint Name(s):
Publication: New York, NY : Academic Press
Original Publication: New York.
MeSH Terms:
Reading* , Vocabulary*, Humans ; Female ; Male ; Child ; Decision Making
Contributed Indexing:
Keywords: Grammatical decision task; Lexical decision task; Multiple word processing; Orthographic processing; Reading development; Single word processing
Entry Date(s):
Date Created: 20250322 Date Completed: 20250514 Latest Revision: 20250514
Update Code:
20250514
DOI:
10.1016/j.jecp.2025.106223
PMID:
40120214
Database:
MEDLINE

Weitere Informationen

The current study investigated the development of single word processing and multiple word processing skills in French-speaking children from Grade 2 to Grade 6. A total of 150 children participated in two tasks: a Lexical Decision Task (LDT) and a Grammatical Decision Task (GDT). The LDT was used to test single word processing abilities, whereas the GDT was used to test multiple word processing abilities, with stimuli presented at varying display times (LDT: 83-300 ms; GDT: 150-700 ms). Signal detection theory analysis revealed that all children performed well in the LDT, whereas only Grade 4 and Grade 6 children performed above chance in the GDT. A cluster analysis was used to investigate the different types of relation between sensitivity (d') in the LDT and GDT. The analysis revealed two clusters that differed in reading fluency and sensitivity in both tasks. Children from Cluster 2, who exhibited the highest sensitivity in the LDT, were the only ones to perform on average above the chance level in the GDT. Moreover, a strong correlation (r = .64) between LDT and GDT performance was found in this group. Finally, we found that a sensitivity of 1.95 in the LDT almost perfectly predicted cluster membership. Such sensitivity was achieved at Grade 3, suggesting that the ability to process multiple word sequences first requires sufficient efficiency in processing words in isolation. Once this turning point is reached, single word processing skills support the development of multiple word processing, which could take several years to mature fully.
(Copyright © 2025 The Author(s). Published by Elsevier Inc. All rights reserved.)