The influence of individual differences on reading in readers of consistent compared to inconsistent orthographies

Languages differ in terms of how consistently they reflect spelling-sound relationships, and research has found that this may lead to differences in naming (reading aloud) processes. Readers themselves differ from each other in terms of relevant task performance, such as nonword decoding ability, vocabulary knowledge, spelling ability and reading experience. Such tasks tap into individual differences which have also been shown to influence the reading aloud process. The present study investigated whether language-related differences in reading aloud persisted even when reading-related individual differences were taken into account, and how effects of individual differences may vary between languages. The comparison necessitated a number of preparatory tasks to facilitate cross-language comparison. This included the computation of spelling-sound consistencies for both languages, the collection of German age-of-acquisition ratings and the creation of comparable measures to capture reading experience in both languages. For the naming study, reading aloud reaction times (RTs) on a set of 85 cognates were compared between skilled readers of English and German. Readers also completed tasks to assess individual differences. Linear mixed-effects modelling analysis showed that language differences remained, but that individual differences contributed additionally to explaining reading performance. To further examine how individual differences may impact differently on naming RTs between languages, the same data set was split four times into those who had scored higher and lower in each of the four individual differences (ID) tasks. Each ID group was then analysed separately. This resulted in eight different analyses. The language effect remained significant for all ID groups. Variations in effect patterns between different ID groups were observed. Effect patterns were more similar between languages for those readers who had scored higher in the ID tasks. Strong nonword decoders emerged as the fastest reader group for both languages, indicating that nonword decoding indexes a vital processing mechanism for skilled readers of different languages. As no significant interactions were found involving language or language and IDs for this group, strong decoders seemed to be most similar in their naming across the two languages. Although semantics were used by readers of both languages, person-level semantic knowledge was more beneficial for readers of the opaque script, especially when decoding skills were weaker. Good spelling ability facilitated naming in both languages, but differences between languages became apparent in weaker spellers, as those reading English were more influenced by other IDs, such as decoding skill. Unexpectedly, print exposure was not the strongest modulator out of all individual differences. Together the results suggest that alongside language differences, individual differences are important factors to be considered to account for a universal process of reading aloud.

Grantor dc:publisher

Oxford Brookes University

Year dc:date

2019

Author dc:creator

• Birchenough, Julia M.H.

Contributors dc:contributor

• Connelly, Vincent
• Davies, Robert

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/gnah-gp74

OAI identifier oai:identifier

tle:19cad0eb-b12d-403b-9070-1685c0027730:d6bd9758-527a-46cd-bfe2-c433766e8fca:1