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Cited by 170Reading and Literacy DevelopmentLanguage Development and DisordersPhonetics and Phonology Research

Not all nonwords are alike: Implications for reading development and theory

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Treiman, Rebecca, Goswami, Usha, Bruck, Maggie·1990·Memory & Cognition
DOI 10.3758/bf03197098
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Abstract

Three experiments were designed to examine children's and adults' ability to pronounce consonant-vowel-consonant (CVC) nonsense words. Some of the nonwords, like tain and goach, shared their VC unit with a number of real words. Other nonwords, like goan and taich, shared their VC unit with few or no real words. Pooling across items, the very same grapheme-phoneme correspondences occurred in the two types of nonwords. First graders, good and poor third grade readers, and adults all performed better on the nonwords with the more common VC units than on the nonwords with the less common VC units. Although readers appeared to use VC units in the pronunciation of nonwords, we did not find evidence for use of initial CV units. Implications of the results for reading development, dyslexia, and models of nonword pronunciation are discussed.

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  • Treiman et al.s (1990; Treiman et al., 1995) investigations suggest that sensitivity to body units is evident very early in reading development-at least by the end of first grade.

    “Treiman et al.s (1990;Treiman et al., 1995) investigations of this issue suggest that sensitivity to body units is evident very early in reading development-at least by the end of first grade.”

    From The effect of orthographic similarity on lexical retrieval: Resolving neighborhood conflicts (1997) · cites this paper as Treiman et al., 1990

  • Treiman et al. acknowledge that their evidence does not conclusively demonstrate that body units derive their importance from rime units in spoken words.

    “But they acknowledge that their evidence does not conclusively demonstrate that body units”

    From The effect of orthographic similarity on lexical retrieval: Resolving neighborhood conflicts (1997) · cites this paper as Treiman et al., 1990

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Research works printed but not linked: 7

  1. [7]7. GWSHKO, R. J. (1979). The organization and synIhesisof orIhographic knowledgein reading aloud. Journal 0/Experimental Psychology: Hu- man Perception & Performance, 5, 674-691.
  2. [9]9. GosWAMI, U., & BRYANT, P. E. (in press). Phonological skills and leam- ing to read. London: Erlbaum.
  3. [12]12. MARSH, G., FRIEDMAN, M., WELCH, V., & DESBERG, P. (1981). A cognitive-developmental theory of reading acquisition. In G. E. Mac- Kinnon & T. G. Waller (Eds.), Reading research: Advances in the- ory andpractice (Vol. 3, pp. 199-221). New York: Academic Press.
  4. [16]16. PATIERSON, K. E., & MORTON, J. C. (1985). From orthographyto pho- nology: An attempt at an old interpretation. In K. E. Patterson, J. C. MarshalI, & M. Coltheart (Eds.), Surface dyslexia: Neuropsy- chological and cognitive studies 0/phonological reading (pp. 335- 359). London: Erlbaum.
  5. [18]18. SEIDENBERG, M. S., & MCCLELLAND, J. L. (1989). A distributed, de- velopmental model 01' word recognition and naming. Psychological Review, 96, 523-568.
  6. [22]22. TREIMAN, R., & BARON, J. (1981). Segmentalanalysis ability: Develop- ment and relation to reading ability. In G. E. MacKinnon & T. G. Waller (Eds.), Readingresearch: Advances in theory und prac- tice (Vol. 3, pp. 159-197). New York: Academic Press.
  7. [25]25. TREIMAN, R., & ZUKOWSKI, A. (in press). Levelsofphonological aware- ness. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy, Hillsdale, NJ: Erlbaum.

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Authors
Treiman, R., Goswami, U., & Bruck, M.
Affiliations
  • University of Cambridge (GB)
  • McGill University (CA)
ORCID
Venue
Memory & Cognition
Publisher
Springer Science and Business Media LLC
Published
1990-11
Volume
18
Issue
6
Pages
559-567
ISSN
  • 0090-502X (ISSN-L)
  • 1532-5946
DOI
10.3758/bf03197098
OpenAlex
W1999449265
Cited by
170
References
36
Citations by year
2025: 3 · 2024: 1 · 2023: 3 · 2022: 1 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 3 · 2016: 2 · 2015: 3 · 2014: 2 · 2013: 4 · 2012: 3
FWCI
11.75
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Memory & Cognition (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • American Educational Research Association
  • National Institutes of Health (5k04hd000769-03, 5r01hd020276-06)
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD00769, HD20276)
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 › Experimental and Cognitive Psychology › Phonetics and Phonology Research
Keywords
grapheme-phoneme correspondence, reading development, dyslexia, phonological units, children's reading
MeSH terms
Attention, Child, Female, Humans, Language Development, Male, Phonetics, Reading, Semantics, Verbal Learning

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