CoChat
Sign Up
Cited by 179Reading and Literacy DevelopmentLanguage Development and DisordersSecond Language Acquisition and Learning

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Pseudohomophone Effects and Phonological Recoding Procedures in Reading Development in English and German

Goswami, Usha, Ziegler, Johannes C., Dalton, Louise, Schneider, Wolfgang·2001·Journal of Memory and Language
DOI 10.1006/jmla.2001.2790
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1006/jmla.2001.2790

Cites

3 of 3 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Pseudo-homophones are harder to reject as non-words in lexical decision, generate more semantic categorization errors, and are more effective primes than matched orthographic controls.

    “These stimuli are harder to reject as non-words in a lexical decision task (e.g., Goswami et al., 2001; Ziegler et al., 2001), generate more semantic categorization errors (e.g., Van Orden, 1987), and are more effective primes compared with carefully matched orthographic controls”

    From A Dual-Route Approach to Orthographic Processing (2011) · cites this paper as Goswami et al., 2001

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 52

  1. Besner, 1983, Suedohohofoan effects in visual word recognition: Evidence for phonological processing, Canadian Journal of Psychology, 37, 300, 10.1037/h0080719 · DOI
  2. Borowsky, 1999, Frequency effects and lexical access: On the interpretation of null pseudohomophone base-word frequency effects, Journal of Experimental Psychology: Human Perception and Performance, 25, 270
  3. Bosman, 1996, Phonologic mediation is fundamental to reading: Evidence from beginning readers, Quarterly Journal of Experimental Psychology, 49A, 715, 10.1080/713755641 · DOI
  4. Bradley, 1983, Categorising sounds and learning to read: A causal connection, Nature, 310, 419, 10.1038/301419a0 · DOI
  5. Caravolas, 1993, The effect of oral and written language input on children's phonological awareness: A cross-linguistic study, Journal of Experimental Child Psychology, 55, 1, 10.1006/jecp.1993.1001 · DOI
  6. Coltheart, 1994, When a ROWS is a ROSE: Phonological effects in written word comprehension, Quarterly Journal of Experimental Psychology, 47A, 917, 10.1080/14640749408401102 · DOI
  7. Cossu, 1988, Awareness of phonological segments and reading ability in Italian children, Applied Psycholinguistics, 9, 1, 10.1017/S0142716400000424 · DOI
  8. Duncan, 1997, How important are rhyme and analogy in beginning reading?, Cognition, 63, 171, 10.1016/S0010-0277(97)00001-2 · DOI
  9. Forster, 1994, Bodies, antibodies, and neighborhood density effects in masked form priming, Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 844
  10. Frost, 1998, Towards a strong phonological theory of visual word recognition: True issues and false trails, Psychological Bulletin, 123, 71, 10.1037/0033-2909.123.1.71 · DOI
  11. Frost, 1987, Strategies for visual word recognition and orthographic depth: A multilingual comparison, Journal of Experimental Psychology: Human Perception and Performance, 13, 104
  12. Frith, 1998, Differences in phonological recoding in German- and English-speaking children, Scientific Studies of Reading, 2, 31, 10.1207/s1532799xssr0201_2 · DOI
  13. Goswami, 1986, Children's use of analogy in learning to read: A developmental study, Journal of Experimental Child Psychology, 42, 73, 10.1016/0022-0965(86)90016-0 · DOI
  14. Goswami, 1993, Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading, Journal of Experimental Child Psychology, 56, 443, 10.1006/jecp.1993.1044 · DOI
  15. Goswami, 2000, Rhyme and analogy in beginning reading: Conceptual and methodological issues, Applied Psycholinguistics, 21, 63, 10.1017/S0142716400001041 · DOI
  16. Goswami, 1997, Children's orthographic representations in English and Greek, European Journal of Psychology of Education, 12, 273, 10.1007/BF03172876 · DOI
  17. Grainger, 2000, Effects of baseword frequency and orthographic neighborhood size in pseudohomophone naming, Journal of Memory and Language, 42, 88, 10.1006/jmla.1999.2675 · DOI
  18. Ho, 1999, The use of orthographic analogies in learning to read Chinese, Journal of Child Psychology and Psychiatry, 40, 393, 10.1111/1469-7610.00457 · DOI
  19. Huang, 1995, Phonological awareness and visual skills in learning to read Chinese and English, Cognition, 54, 73, 10.1016/0010-0277(94)00641-W · DOI
  20. Jacobs, 1991, Automatic letter priming in an alphabetic decision task, Perception & Psychophysics, 49, 43, 10.3758/BF03211615 · DOI
  21. Johnston, 1989, Is dependence on phonological information in children's reading a product of instructional approach?, Journal of Experimental Child Psychology, 48, 131, 10.1016/0022-0965(89)90044-1 · DOI
  22. Kessler, 2001, Relationships between sounds and letters in English monosyllables, Journal of Memory and Language, 44, 592, 10.1006/jmla.2000.2745 · DOI
  23. Kirtley, 1989, Rhyme, rime, and the onset of reading, Journal of Experimental Child Psychology, 48, 224, 10.1016/0022-0965(89)90004-0 · DOI
  24. Kwantes, P. J, &, Marmurek, H. H. C. (, 1994, ), Orthographic effects in reading pseudohomophones. Paper presented at the 35th annual meeting of the Psychonomic Society, St. Louis. · DOI
  25. landerl, 2000, Influences of orthographic consistency and reading instruction on the development of nonword reading skills, European Journal of psychology of Education, 15, 239, 10.1007/BF03173177 · DOI
  26. Landerl, 1997, The impact of orthographic consistency on dyslexia: A German-English comparison, Cognition, 63, 315, 10.1016/S0010-0277(97)00005-X · DOI · Paper page
  27. Laxon, 1995, Children's nonword reading: Pseudohomophones, neighbourhood size, and priming effects, Reading Research Quarterly, 30, 126, 10.2307/747748 · DOI
  28. Lundberg, 1980, Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten, Scandanavian Journal of Psychology, 21, 159, 10.1111/j.1467-9450.1980.tb00356.x · DOI
  29. Lukatela, 1994, Visual lexical access is initially phonological: 1. Evidence from associative priming by words, homophones, and pseudohomophones, Journal of Experimental Psychology: General, 123, 107, 10.1037/0096-3445.123.2.107 · DOI
  30. Mann, 1986, Phonological awareness: The role of early reading experience, Cognition, 24, 65, 10.1016/0010-0277(86)90005-3 · DOI
  31. Martin, 1982, The pseudohomophone effect: The role of visual similarity in non-word decisions, Quarterly Journal of Experimental Psychology, 34A, 395, 10.1080/14640748208400851 · DOI
  32. McCann, 1987, Reading pseudohomophones: Implications for models of pronunciation and the locus of word-frequency effects in word naming, Journal of Experimental Psychology: Human Perception and Performance, 13, 14
  33. Murphy, 1989, Developmental dyslexia and word retrieval deficits, Brain & Language, 35, 1, 10.1016/0093-934X(88)90099-5 · DOI
  34. Peereman, 1997, Orthographic and phonological neighborhoods in naming: Not all neighbors are equally influential in orthographic space, Journal of Memory and Language, 37, 382, 10.1006/jmla.1997.2516 · DOI
  35. Peter, 1994, Phonological codes are early sources of constraint in visual semantic categorization, Perception and Psychophysics, 55, 497, 10.3758/BF03205307 · DOI
  36. Pring, 1984, A comparison of the word recognition processes of blind and sighted children, Child Development, 55, 1865, 10.2307/1129933 · DOI
  37. Rayner, 1995, Phonological codes are automatically activated during reading: Evidence from an eye movement priming paradigm, Psychological Science, 6, 26, 10.1111/j.1467-9280.1995.tb00300.x · DOI
  38. Rubenstein, 1971, Evidence for phonemic recoding in visual word recognition, Journal of Verbal Learning and Verbal Behavior, 10, 645, 10.1016/S0022-5371(71)80071-3 · DOI
  39. Share, 1995, Phonological recoding and self-teaching: Sine qua non of reading acquisition, Cognition, 55, 151, 10.1016/0010-0277(94)00645-2 · DOI · Paper page
  40. Sprenger-Charolles, 1998, Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors, Journal of Experimental Child Psychology, 68, 134, 10.1006/jecp.1997.2422 · DOI
  41. Stuart, 1988, Does reading develop in a sequence of stages?, Cognition, 30, 139, 10.1016/0010-0277(88)90038-8 · DOI
  42. Taft, 1982, An alternative to grapheme-phoneme conversion rules?, Memory & Cognition, 10, 465, 10.3758/BF03197649 · DOI
  43. Taft, 1992, Pseudohomophone naming and the word frequency effect, The Quarterly Journal of Experimental Psychology, 45A, 51, 10.1080/14640749208401315 · DOI
  44. Van Orden, 1988, Word identification in reading proceeds from spelling to sound to meaning, Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 371
  45. Wimmer, 1994, The influence of orthographic consistency on reading development: Word recognition in English and German children, Cognition, 51, 91, 10.1016/0010-0277(94)90010-8 · DOI
  46. Wimmer, 1990, The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important, Cognition, 40, 219, 10.1016/0010-0277(91)90026-Z · DOI
  47. Wimmer, 1994, The role of rhyme awareness in learning to read a regular orthography, British Journal of Developmental Psychology, 12, 469, 10.1111/j.2044-835X.1994.tb00648.x · DOI
  48. Ziegler, 1995, Phonological information provides early sources of constraint in the processing of letter strings, Journal of Memory and Language, 34, 567, 10.1006/jmla.1995.1026 · DOI
  49. Ziegler, J. C, Jacobs, A. M, &, Klüppel, D. (in press), Pseudohomophone effects in lexical decision: Still a challenge for current models of word recognition, Journal of Experimental Psychology: Human Perception and Performance. · DOI · Paper page
  50. Ziegler, 1998, No more problems in Coltheart's neighborhood: resolving neighborhood conflicts in the lexical decision task, Cognition, 68, 53, 10.1016/S0010-0277(98)00047-X · DOI
  51. Ziegler, J. C, Perry, C, Jacobs, A. M, &, Braun, M. (in press), Identical words are read differently in different languages, Psychological Science. · DOI
  52. Ziegler, 1997, Phonology can help or hurt the perception of print, Journal of Experimental Psychology: Human Perception and Performance, 23, 845

Cited by

Sorted by citations

Metadata

Authors
Goswami, U., Ziegler, J. C., Dalton, L., & Schneider, W.
Affiliations
  • University College London (GB)
  • Centre National de la Recherche Scientifique (FR)
  • University of Cambridge (GB)
  • University of Würzburg (DE)
Corresponding author
Goswami, Usha
ORCID
Venue
Journal of Memory and Language
Publisher
Elsevier BV
Published
2001-11
Volume
45
Issue
4
Pages
648-664
ISSN
0749-596X (ISSN-L)
DOI
10.1006/jmla.2001.2790
OpenAlex
W2113701025
Cited by
179
References
3
Citations by year
2026: 2 · 2025: 7 · 2024: 7 · 2023: 5 · 2022: 8 · 2021: 7 · 2020: 3 · 2019: 3 · 2018: 7 · 2017: 10 · 2016: 5 · 2015: 9 · 2014: 7 · 2013: 12 · 2012: 8
FWCI
11.57
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of Memory and Language (publishedVersion)
  • HAL (submittedVersion)
  • UCL Discovery (University College London) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
pseudohomophones, phonological recoding, reading development, nonword reading, English-German comparison, transparent orthography, lexical decision, word naming, children's reading, phonological similarity, orthographic similarity

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review