Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.

The present cross-sectional study investigated the development of phonological recoding in beginning readers of Dutch, using a proofreading task with pseudohomophones and control misspellings. In Experiment 1, children in grades 1 to 3 rejected fewer pseudohomophones (e.g., wein, sounding like wijn...

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Autores principales:	Eva Van Assche, Wouter Duyck, Robert J Hartsuiker
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2013
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/fd9903beebf04886a04709dae491df9a
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spelling	oai:doaj.org-article:fd9903beebf04886a04709dae491df9a2021-11-18T08:39:45ZPhonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.1932-620310.1371/journal.pone.0085111https://doaj.org/article/fd9903beebf04886a04709dae491df9a2013-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/24386453/?tool=EBIhttps://doaj.org/toc/1932-6203The present cross-sectional study investigated the development of phonological recoding in beginning readers of Dutch, using a proofreading task with pseudohomophones and control misspellings. In Experiment 1, children in grades 1 to 3 rejected fewer pseudohomophones (e.g., wein, sounding like wijn 'wine') as spelling errors than control misspellings (e.g., wijg). The size of this pseudohomophone effect was larger in grade 1 than in grade 2 and did not differ between grades 2 and 3. In Experiment 2, we replicated the pseudohomophone effect in beginning readers and we tested how orthographic knowledge may modulate this effect. Children in grades 2 to 4 again detected fewer pseudohomophones than control misspellings and this effect decreased between grades 2 and 3 and between grades 3 and 4. The magnitude of the pseudohomophone effect was modulated by the development of orthographic knowledge: its magnitude decreased much more between grades 2 and 3 for more advanced spellers, than for less advanced spellers. The persistence of the pseudohomophone effect across all grades illustrates the importance of phonological recoding in Dutch readers. At the same time, the decreasing pseudohomophone effect across grades indicates the increasing influence of orthographic knowledge as reading develops.Eva Van AsscheWouter DuyckRobert J HartsuikerPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 8, Iss 12, p e85111 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Eva Van Assche Wouter Duyck Robert J Hartsuiker Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.
description	The present cross-sectional study investigated the development of phonological recoding in beginning readers of Dutch, using a proofreading task with pseudohomophones and control misspellings. In Experiment 1, children in grades 1 to 3 rejected fewer pseudohomophones (e.g., wein, sounding like wijn 'wine') as spelling errors than control misspellings (e.g., wijg). The size of this pseudohomophone effect was larger in grade 1 than in grade 2 and did not differ between grades 2 and 3. In Experiment 2, we replicated the pseudohomophone effect in beginning readers and we tested how orthographic knowledge may modulate this effect. Children in grades 2 to 4 again detected fewer pseudohomophones than control misspellings and this effect decreased between grades 2 and 3 and between grades 3 and 4. The magnitude of the pseudohomophone effect was modulated by the development of orthographic knowledge: its magnitude decreased much more between grades 2 and 3 for more advanced spellers, than for less advanced spellers. The persistence of the pseudohomophone effect across all grades illustrates the importance of phonological recoding in Dutch readers. At the same time, the decreasing pseudohomophone effect across grades indicates the increasing influence of orthographic knowledge as reading develops.
format	article
author	Eva Van Assche Wouter Duyck Robert J Hartsuiker
author_facet	Eva Van Assche Wouter Duyck Robert J Hartsuiker
author_sort	Eva Van Assche
title	Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.
title_short	Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.
title_full	Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.
title_fullStr	Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.
title_full_unstemmed	Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.
title_sort	phonological recoding in error detection: a cross-sectional study in beginning readers of dutch.
publisher	Public Library of Science (PLoS)
publishDate	2013
url	https://doaj.org/article/fd9903beebf04886a04709dae491df9a
work_keys_str_mv	AT evavanassche phonologicalrecodinginerrordetectionacrosssectionalstudyinbeginningreadersofdutch AT wouterduyck phonologicalrecodinginerrordetectionacrosssectionalstudyinbeginningreadersofdutch AT robertjhartsuiker phonologicalrecodinginerrordetectionacrosssectionalstudyinbeginningreadersofdutch
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Phonological recoding in error detection: a cross-sectional study in beginning readers of Dutch.

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