Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome |
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Authors: | Laura Barca Arianna Bello Virginia Volterra and Cristina Burani |
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Institution: | (1) Pediatric Neuro-Rehabilitation Division, Children’s Hospital Bambino Ges?, IRCCS, Lungomare G., Marconi 36, 00058 Rome, Santa Marinella, Italy;(2) Department of Neuroscience, University of Parma, Parma, Italy;(3) Institute for Cognitive Sciences and Technologies, ISTC-CNR, Roma, Italy |
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Abstract: | The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical
and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better
reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading
of words with one-to-one grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that
this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading
procedure in which a word’s pronunciation is activated after its meaning is obtained. |
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Keywords: | |
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