Cross-Language differences in the use of internal orthographic structure when reading polysyllabic words Taft, Marcus en_US Alvarez, Carlos en_US Carreiras, Manuel en_US 2021-11-25T13:39:32Z 2021-11-25T13:39:32Z 2007 en_US
dc.description.abstract The way in which adult readers process the internal orthographic structure of words was examined in two languages that differ in their syllabic structure, English and Spanish. Readers of both languages were presented with polysyllabic words split according to either their pronounced syllable (e.g., cac tus) or their maximized initial unit corresponding to their Basic Orthographic Syllabic Structure (BOSS, e.g., cact us). In agreement with other recent research, it was found that speed of lexical decision to syllabically split words was faster than to BOSS split words for poorer English speakers, while better English speakers were more oriented toward the BOSS. The Spanish data suggested an overall syllable bias regardless of reading ability, though less so for better readers. The contrast between the English and Spanish results is explained in terms of phonological considerations being more important for Spanish readers. en_US
dc.identifier.issn 1871-1340 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Cross-Language differences in the use of internal orthographic structure when reading polysyllabic words en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.identifier.doiPublisher en_US
unsw.relation.faculty Science
unsw.relation.ispartofissue 1 en_US
unsw.relation.ispartofjournal Mental Lexicon en_US
unsw.relation.ispartofpagefrompageto 49-63 en_US
unsw.relation.ispartofvolume 2 en_US
unsw.relation.originalPublicationAffiliation Taft, Marcus, Psychology, Faculty of Science, UNSW en_US
unsw.relation.originalPublicationAffiliation Alvarez, Carlos en_US
unsw.relation.originalPublicationAffiliation Carreiras, Manuel en_US School of Psychology *
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