Insights from Eye Blinks into the Cognitive Processes Involved in Visual Word Recognition.

Behavioral differences in speed and accuracy between reading familiar and unfamiliar words are well-established in the empirical literature. However, these standard measures of skill proficiency are limited in their ability to capture the moment-to-moment processing involved in visual word recognition. In the present study, the effect of word familiarity was initially investigated using an eye blink rate among adults and children. The probability of eye blinking was higher for familiar (real) words than for unfamiliar (pseudo)words. This counterintuitive pattern of results suggests that the processing of unfamiliar (pseudo)words is more demanding and perhaps less rewarding than the processing of familiar (real) words, as previously observed in both behavioral and pupillometry data. Our findings suggest that the measurement of eye blinks might shed new light on the cognitive processes involved in visual word recognition and other domains of human cognition.

Language-universal and script-specific factors in the recognition of letters in visual crowding: The effects of lexicality, hemifield, and transitional probabilities in a right-to-left script.

Peripheral letter recognition is fundamentally limited not by the visibility of letters but by the spacing between them, i.e., 'crowding'. Crowding imposes a significant constraint on reading, however, the interplay between crowding and reading is not fully understood. Using a letter recognition task in varying display conditions, we investigated the effects of lexicality (words versus pseudowords), visual hemifield, and transitional letter probability (bigram/trigram frequency) among skilled readers (N = 14. and N = 13) in Hebrew - a script read from right to left. We observed two language-universal effects: a lexicality effect and a right hemifield (left hemisphere) advantage, as well as a strong language-specific effect - a left bigram advantage stemming from the right-to-left reading direction of Hebrew. The latter finding suggests that transitional probabilities are essential for parafoveal letter recognition. The results reveal that script-specific contextual information such as letter combination probabilities is used to accurately identify crowded letters.

A developmental study of eye movements in Hebrew word reading: the effects of word familiarity, word length, and reading proficiency.

Previous studies examining the link between visual word recognition and eye movements have shown that eye movements reflect the time-course of cognitive processes involved in reading. Whereas most studies have been undertaken in Western European languages written in the Roman alphabet, the present developmental study investigates a non-European language-Hebrew, which is written in a non-alphabetic (abjadic) script. We compared the eye-movements of children in Grades 4 to 6 (N = 30) and university students (N = 30) reading familiar real words and unfamiliar (pseudo)words of 3 letters and 5 letters in length. Using linear mixed models, we focused on the effects of word familiarity, word length, and age group. Our results highlight both universal aspects of word reading (developmental and familiarity (lexicality) effects) as well as language-specific word length effect which appears to be related to the unique morphological and orthographic features of the Semitic abjad.

Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography.

The purpose of the current study was to examine whether morphological awareness measured before children are taught to read (Kindergarten in Israel) predicts reading accuracy and fluency in the middle of first grade, at the very beginning of the process of learning to read pointed Hebrew - a highly transparent orthography, and whether this contribution remains after controlling for phonemic awareness. In a longitudinal design, 680 Hebrew-speaking children were administered morphological and phonemic awareness measures at the end of the preschool year (before they were taught to read) then followed up into first grade when reading was tested in mid-year. The results indicated that even at this early point in learning to read a transparent orthography, preschool morphological awareness contributes significantly to both reading accuracy and reading fluency, even after partialling out age, non-verbal general ability, and phonemic awareness. The current results extend the Functional Opacity argument (Share, 2008) which proposes that at the initial stages of reading acquisition, when children still have incomplete mastery of some aspects of the spelling-sound system, non-phonological sources of information about word identity such as morphology can assist in the decoding process. The practical implications of these results with regard to early reading instruction are discussed.

A pupillometric study of developmental and individual differences in cognitive effort in visual word recognition.

Throughout the history of modern psychology, the neural basis of cognitive performance, and particularly its efficiency, has been assumed to be an essential determinant of developmental and individual differences in a wide range of human behaviors. Here, we examine one aspect of cognitive efficiency-cognitive effort, using pupillometry to examine differences in word reading among adults (N = 34) and children (N = 34). The developmental analyses confirmed that children invested more effort in reading than adults, as indicated by larger and sustained pupillary responses. The within-age (individual difference) analyses comparing faster (N = 10) and slower (N = 10) performers revealed that in both age groups, the faster readers demonstrated accelerated pupillary responses compared to slower readers, although both groups invested a similar overall degree of cognitive effort. These findings have the potential to open up new avenues of research in the study of skill growth in word recognition and many other domains of skill learning.

Common Misconceptions about the Phonological Deficit Theory of Dyslexia.

In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular "pseudo"-explanation or epiphenomenon of reading difficulties. I argue that PA is only the "tip of the phonological iceberg" and that "deeper" spoken-language phonological impairments among dyslexics appear well before the onset of reading and even at birth. Furthermore, not even reading-specific expressions of phonological deficits-PA or pseudoword naming, can be considered circular if we clearly distinguish between reading proper-real meaning-bearing words, or real text, and the mechanisms (subskills) of reading development (such as phonological recoding). I also explain why an understanding of what constitutes an efficient writing system explains why phonology is necessarily a major source of variability in reading ability and hence a core deficit (or at least one core deficit) among struggling readers whether dyslexic or non-dyslexic. I also address the misguided notion that the PDH has now fallen out of favor because most dyslexia researchers have (largely) ceased studying phonological processing. I emphasize that acceptance of the PDH does not imply repudiation of other non-phonological hypotheses because the PDH does not claim to account for all the variance in reading ability/disability. Finally, I ask where neurobiology enters the picture and suggest that researchers need to exercise more caution in drawing their conclusions.

Keeping an Eye on Effort: A Pupillometric Investigation of Effort and Effortlessness in Visual Word Recognition.

Rapid and seemingly effortless word recognition is a virtually unquestioned characteristic of skilled reading, yet the definition and operationalization of the concept of cognitive effort have proven elusive. We investigated the cognitive effort involved in oral and silent word reading using pupillometry among adults (Experiment 1, N = 30; Experiment 2, N = 20) and fourth through sixth graders (Experiment 3, N = 30; Experiment 4, N = 18). We compared multiple pupillary measures (mean, peak, and peak latency) for reading familiar words (real words) and unfamiliar letter strings (pseudowords) varying in length. Converging with the behavioral data for accuracy and response times, pupillary responses demonstrated a greater degree of cognitive effort for pseudowords compared with real words and stronger length effects for pseudowords than for real words. These findings open up new possibilities for studying the issue of effort and effortlessness in the field of word recognition and other fields of skill learning.

Learning to Spell in Arabic: The Impact of Script-Specific Visual-Orthographic Features.

Learning to spell is a challenging process, especially for young learners, in part because it relies on multiple aspects of linguistic knowledge, primarily phonological and morphological. However, alongside these universals, there are significant writing system specifics, namely, language-specific and script-specific factors that may also challenge young readers and writers (Daniels and Share, 2018). The current study focuses on the impact of four distinctive visual-orthographic features of the Arabic abjad on spelling, namely, (i) the similarity of many basic letter-forms, (ii) allography (the positional variants of the letter forms), (iii) ligaturing (the joining of letters), and (iv) non-linearity (extra-linear diacritic-like signs used to mark consonantal, short vowel and morpho-syntactic distinctions). We examined the distribution of visual-orthographic spelling errors across three grade levels as well as the developmental changes in these errors. We predicted that these errors would account for a significant proportion of children's spelling errors. Ninety-six Arabic-speaking pupils from three elementary grades (1st, 2nd, 4th grades) were presented with a sequence of six pictures and asked to write a story or several sentences about the events depicted. All spelling errors were analyzed and categorized according to two types of categories: six visual-orthographic categories and six additional categories that relate to the more traditional error types (e.g., phonological). The results showed that the visual-orthographic category was the second most common error category across the three grade levels, accounting for over one quarter of all spelling errors. Ligaturing and letter shape formation errors emerged as the two most prevalent types of errors in this category. These findings clearly demonstrate that visual-orthographic features of the Arabic abjad pose significant challenges in learning to spell.

Learning to Read a Semitic Abjad: The Triplex Model of Hebrew Reading Development.

We introduce a model of Hebrew reading development that emphasizes both the universal and script-specific aspects of learning to read a Semitic abjad. At the universal level, the study of Hebrew reading acquisition offers valuable insights into the fundamental dilemmas of all writing systems-balancing the competing needs of the novice versus the expert reader (Share, 2008). At the script-specific level, pointed Hebrew initially employs supplementary vowel signs, providing the beginning reader a consistent, phonologically well-specified script while helping the expert-to-be unitize words and morphemes via (consonantal) spelling constancy. A major challenge for the developing Hebrew reader is negotiating the transition from pointed to unpointed Hebrew, with its abundance of homographs. Our triplex model emphasizes three phases of early Hebrew reading development: a progression from lower-order, phonological (sublexical) sequential spelling-to-sound translation (Phase 1, Grade 1) to higher-order, string-level (lexical) lexico-morpho-orthographic processing (Phase 2, Grade 2) followed, in the upper elementary grades, by a supralexical contextual level (Phase 3) essential for dealing with the pervasive homography of unpointed Hebrew.

Orthographic learning and self-teaching in a bilingual and biliterate context.

The aim of this study was to examine self-teaching in the context of English as a foreign language literacy acquisition. Three groups comprising 88 sixth-grade children participated. The first group consisted of Russian-Hebrew-speaking bilinguals who had acquired basic reading skills in Russian as their first language (L1) and literacy and who were literate in Hebrew as a second language. The second group consisted of Russian-Hebrew-speaking bilinguals who had not learned to read in their native Russian but had acquired Hebrew as their first literate language. The third group consisted of Hebrew-speaking monolingual children who were literate in Hebrew. This design facilitated examining the effect of biliteracy and bilingualism on basic English reading skills. We hypothesized that due to the proximity between the Russian and English orthographies as opposed to the Hebrew-English "distance," the Russian-Hebrew-speaking biliterate group who acquired basic reading and spelling skills in L1 Russian would have superior self-teaching in English as opposed to the two other groups. The standard two-session self-teaching paradigm was employed with naming (speed and accuracy) and orthographic choice as posttest measures of orthographic learning. Results showed that after 4 years of English instruction, all three groups showed evidence of self-teaching on naming speed and orthographic recognition. The Russian-Hebrew-speaking biliterate group, moreover, showed a partial advantage over the comparison groups for initial decoding of target pseudowords and clear-cut superiority for measures of later orthographic learning, thereby showing self-teaching while supporting the script dependence hypothesis.

How does speed and accuracy in reading relate to reading comprehension in Arabic?

The purpose of this study was to investigate the potential contribution of decoding efficiency to the development of reading comprehension among skilled adult native Arabic speakers. In addition, we tried to investigate the influence of Arabic vowels on reading accuracy, reading speed, and therefore to reading comprehension. Seventy-five Arabic native speakers read fully pointed, unpointed and pseudowords lists of Arabic and silent reading comprehension of pointed and unpointed paragraphs were tested. Reading speed and accuracy measures revealed a slowest and less accurate in reading pseudowords, and fastest and most accurate in reading unpointed words with pointed word naming speed and accuracy in between. Subjects who were fast and accurate in reading isolated words were also fast and accurate in reading all varieties of printed words. Pearson correlation procedures indicated that silent reading comprehension of pointed and unpointed Arabic texts was uncorrelated with either oral reading speed or accuracy. Our findings with regard to the cross-linguistic research literature as well as the specific features of Arabic language are discussed (AU)

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Frost and fogs, or sunny skies? Orthography, reading, and misplaced optimalism.

I argue that the study of variability rather than invariance should head the reading research agenda, and that strong claims of orthographic "optimality" are unwarranted. I also expand briefly on Frost's assertion that an efficient orthography must represent sound and meaning, by considering writing systems as dual-purpose devices that must provide decipherability for novice readers and automatizability for the expert.

Subtypes of reading disability in a shallow orthography: a double dissociation between accuracy-disabled and rate-disabled readers of Hebrew.

Whereas most English language sub-typing schemes for dyslexia (e.g., Castles & Coltheart, 1993) have focused on reading accuracy for words varying in regularity, such an approach may have limited utility for reading disability sub-typing beyond English in which fluency rather than accuracy is the key discriminator of developmental and individual differences in reading ability. The present study investigated the viability of an accuracy/fluency-based typology in a regular orthography, pointed Hebrew. We sought evidence of true or "hard" accuracy/rate subtypes in the strict (double dissociation) sense of selective impairment on only one dimension in the presence of normal levels of performance on the other dimension. In a nationally representative sample of fourth graders, we were able to identify a specific accuracy-disabled sub-group as well as an equally specific rate-disabled subgroup. Validating this subdivision, we show that the nature of reading performance in these subgroups and their converging cognitive/linguistic profiles are unique and distinctive on variables other than the measures used to define them. While the rate-specific disability appeared to reflect a general deficit in speed of processing affecting reading rate, and rapid automatized naming of print-related material, the accuracy-only disability subgroup displayed selective deficits in phonological awareness and morphological knowledge. Biosocial, demographic, and instructional factors, furthermore, did not explain the sub-group differences. It appears that both these subtypes are equally prevalent each counting close to 10% of the population.

On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography.

In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by this "outlier" orthography, the author argues, have focused disproportionate attention on oral reading accuracy at the expense of silent reading, meaning access, and fluency, and have significantly distorted theorizing with regard to many issues-including phonological awareness, early reading instruction, the architecture of stage models of reading development, the definition and remediation of reading disability, and the role of lexical-semantic and supralexical information in word recognition. The dominant theoretical paradigm in contemporary (word) reading research--the Coltheart/Baron dual-route model (see, e.g., J. Baron, 1977; M. Coltheart, 1978) and, in large measure, its connectionist rivals--arose largely in response to English spelling-sound obtuseness. The model accounts for a range of English-language findings, but it is ill-equipped to serve the interests of a universal science of reading chiefly because it overlooks a fundamental unfamiliar-to-familiar/novice-to-expert dualism applicable to all words and readers in all orthographies.

Syllable splitting in literate and preliterate Hebrew speakers: onsets and rimes or bodies and codas?

This study examined consonant-vowel-consonant (CVC) syllable splitting among literate (Grade 2) and preliterate (kindergarten) Hebrew speakers. Consideration of both the architecture of Hebrew orthography and phonology led to the prediction that a body-coda rather than an onset-rime subdivision would predominate. Structured and unstructured tasks confirmed the claim that there exists a subsyllabic, supraphonemic level of phonological awareness that is more accessible than individual phonemes. However, as predicted, the syllable body rather than the rime was found to be the more accessible biphonemic unit. Moreover, this preference did not appear to be solely the product of orthographic structure; rather it was also inherent in spoken phonology. Access to single phonemes, in contrast, shifted from an early preliteracy advantage for (monophonemic) onsets to a literacy-based preference for codas.

Knowing letter names and learning letter sounds: a causal connection.

Two experiments tested the common assumption that knowing the letter names helps children learn basic letter-sound (grapheme-phoneme) relation because most names contain the relevant sounds. In Experiment 1 (n=45), children in an experimental group learned English letter names for letter-like symbols. Some of these names contained the corresponding letter sounds, whereas others did not. Following training, children were taught the sounds of these same "letters." Control children learned the same six letters, but with meaningful real-word labels unrelated to the sounds learned in the criterion letter-sound phase. Differences between children in the experimental and control groups indicated that letter-name knowledge had a significant impact on letter-sound learning. Furthermore, letters with names containing the relevant sound facilitated letter-sound learning, but not letters with unrelated names. The benefit of letter-name knowledge was found to depend, in part, on skill at isolating phonemes in spoken syllables. A second experiment (n=20) replicated the name-to-sound facilitation effect with a new sample of kindergarteners who participated in a fully within-subject design in which all children learned meaningless pseudoword names for letters and with phoneme class equated across related and unrelated conditions.

Orthographic learning at a glance: on the time course and developmental onset of self-teaching.

Experiment 1 examined the time course of orthographic learning among Grade 3 children. A single encounter with a novel orthographic string was sufficient to produce reliable recall of orthographic detail. Moreover, newly acquired orthographic information was retained 1 month later. These data support the logistic learning functions featured in contemporary connectionist models of reading rather than a "threshold" model of orthographic learning. Experiments 2 and 3 examined self-teaching among novice readers. In contrast to the findings from less regular orthographies such as English and Dutch, beginning readers of a highly regular orthography (Hebrew) appear to be relatively insensitive to word-specific orthographic detail, reading in a nonlexical "surface" fashion. These results suggest fundamental differences between shallow and deep orthographies in the development of orthographic sensitivity.

Cognitive antecedents of early reading ability: a test of the modularity hypothesis.

This study tested the hypothesis that the cognitive antecedents of word recognition are uniquely domain-specific and unrelated to higher-order domain-general cognitive abilities. This hypothesis was evaluated in a longitudinal study of 349 Hebrew-speaking children (mean age: 6.0 years) who were tested on a battery of domain-specific (phonological awareness, phonological memory, visual-orthographic processing, and early literacy) and domain-general tasks (general intelligence, higher-order reasoning, and language) at the end of kindergarten. Word recognition and reading comprehension were assessed at the end of Grade 1. Whereas the kindergarten domain-specific measures accounted for significant and substantial variance in word recognition (33%), the domain-general measures explained only 5% of the variance. Furthermore, the contribution of domain-specific variables to word recognition remained unaltered even after controlling for all domain-general and higher-order language tasks. Reading comprehension, in contrast, was predicted by both print-specific skills (51%) and domain-general abilities (44%). These findings strongly support the notion of word recognition modularity in a well-encapsulated orthography.