Global,component, and serial processing of printed words in beginning reading |
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Affiliation: | 1. Max Planck Institute for Psycholinguistics, P.O. Box 310, 6500AH Nijmegen, the Netherlands;2. International Max Planck Research School for Language Sciences, P.O. Box 310, 6500AH Nijmegen, the Netherlands;3. Donders Institute for Brain, Cognition and Behaviour, P.O. Box 9010, 6500GL Nijmegen, the Netherlands |
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Abstract: | Nonreaders (end of kindergarten) and beginning readers (end of first grade) were compared. Both nonreaders and beginning readers imposed integral perceptual structures on shape/terminal letter information and configural perceptual structures on medial letter information: visual attention varied as a function of the unit of visual information but not as a function of learning to read. Nonreaders remembered a word more accurately than a letter in a word, showing visual origins of the word superiority effect. Beginning readers remembered a word faster than a letter in a word, which they remembered faster than a letter sequence in a word, suggesting early origins of the word priority effect. Only gains in memory for a letter sequence correlated with gains in word decoding. Throughout first grade, sentence verification was faster, not more accurate, when sentences were presented normally compared to one word at a time; repeated exposure of a word in parafoveal and foveal vision facilitates speed but not accuracy of comprehension. Results are discussed in reference to a model of global, component, and serial procedures. |
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