ArticleJournal of memory and language2020
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills.
Article in Journal of memory and language, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers.
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Who cites it
26 citing papers in PubMed.
- Audiovisual integration in reading among school-aged children: Evidence from combined fMRI and EEG.Developmental cognitive neuroscience · 2026Article
- How we should measure orthographic depth: Or should we?Psychonomic bulletin & review · 2026Review
- All together now: Random Forests analysis reveals the joint impact of multiple statistical regularities on eye-movements during reading.Psychonomic bulletin & review · 2025Article
- Quantifying word informativeness and its impact on eye-movement reading behavior: Cross-linguistic variability and individual differences.Behavior research methods · 2025Article
- The role of context in the reading of English vowels: Evidence from ‹s› clusters.Glossa psycholinguistics · 2025Article
- Reduced benefit from long-term item frequency contributes to short-term memory deficits in dyslexia.Memory & cognition · 2024Article
- Unraveling individual differences in learning potential: A dynamic framework for the case of reading development.Developmental cognitive neuroscience · 2024Review
- The reading-attention relationship: Variations in working memory network activity during single word decoding in children with and without dyslexia.Neuropsychologia · 2024Article
- Modelling individual differences in reading using an optimised MikeNet simulator: the impact of reading instruction.Frontiers in human neuroscience · 2024Article
- Seeking the neural representation of statistical properties in print during implicit processing of visual words.NPJ science of learning · 2023Article
- Spelling-to-sound translation for English disyllables: Use of long and short vowels before single medial consonants.Journal of experimental psychology. Learning, memory, and cognition · 2023Article
- Language Experience Modulates the Visual N200 Response for Disyllabic Chinese Words: An Event-Related Potential Study.Brain sciences · 2023Article
- The influence of oral vocabulary knowledge on individual differences in a computational model of reading.Scientific reports · 2023Article
- The role of orthographic and phonological processing during reading Chinese sentences: Evidence from eye movements.Frontiers in psychology · 2023Article
- Reading fluency and statistical learning across modalities and domains: Online and offline measures.PloS one · 2023Article
- Sensory temporal sampling in time: an integrated model of the TSF and neural noise hypothesis as an etiological pathway for dyslexia.Frontiers in human neuroscience · 2023Review
- Neural correlates of sequence learning in children with developmental dyslexia.Human brain mapping · 2022Article
- Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading.Journal of research in reading · 2022Article
- How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.Journal of educational psychology · 2022Article
- Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2022Article
Corrections and comments
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Authors and funding
10 authors.
Funding
Abstract
Statistical views of literacy development maintain that proficient reading requires the assimilation of myriad statistical regularities present in the writing system. Indeed, previous studies have tied statistical learning (SL) abilities to reading skills, establishing the existence of a link between the two. However, some issues are currently left unanswered, including questions regarding the underlying bases for these associations as well as the types of statistical regularities actually assimilated by developing readers. Here we present an alternative approach to study the role of SL in literacy development, focusing on individual differences among beginning readers. Instead of using an artificial task to estimate SL abilities, our approach identifies individual differences in children's reliance on statistical regularities as reflected by actual reading behavior. We specifically focus on individuals' reliance on regularities in the mapping between print and speech versus associations between print and meaning in a word naming task. We present data from 399 children, showing that those whose oral naming performance is impacted more by print-speech regularities and less by associations between print and meaning have better reading skills. These findings suggest that a key route by which SL mechanisms impact developing reading abilities is via their role in the assimilation of sub-lexical regularities between printed and spoken language -and more generally, in detecting regularities that are more reliable than others. We discuss the implications of our findings to both SL and reading theories.
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