Abstract
The aim of this study was to determine whether Hebrew readers reference phonological information for the silent processing of unpointed Hebrew nouns. A research paradigm in which participants were required to perform consecutive same/different judgments regarding the identicalness of members of stimulus pairs was used for answering this question. Twenty-eight students (mean grade 4.9) participated in the study. The nouns used in preparing the word stimulus pairs were comprised of various amounts of syllabic information (monosyllabic versus bisyllabic) and differed in the degree this information was represented by their letter graphemes. The main findings suggest that the processing of the identicalness of unpointed Hebrew words may not involve the referencing of their phonological information.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abu-Rabia S. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An interdisciplinary Journal 14:39–59
Balgur R. (1968). The basic word list for elementary schools. Otsar Hamoreh, Israeli
Bentin S., Bargai N., Katz L. (1984). Orthographic and phonemic coding for lexical access: Evidence from Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition 12:340–357
Bentin S., Frost R. (1987). Processing lexical ambiguity and visual word recognition in deep orthography. Memory & Cognition 15(1):13–23
Berent I., Frost R. (1997). The inhibition of polygraphic consonants in spelling Hebrew: Evidence for recurrent assembly of spelling and phonology in visual word recognition. In: Perfetti C.A., Rieben L. (eds). Learning to spell: Research, theory, and practice across languages. Lawrence Erlbaum Associates, Publishers, Mahwah, NJ, US, pp. 195–219
Cocoran D.W.J., Rouse R.O. (1970). An aspect of perceptual organization involved in reading typed and handwritten words. Quarterly Journal of Experimental Psychology 22:526–530
De Zuniga C.M., Humphreys G.W., Evett L.J. (1991). Additive and interactive effects of repetition, degradation, and word frequency in the reading of handwriting. In: Besner D., Humphreys G. (eds). Basic processes in reading: Visual word recognition. Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 10–33
Eshel R. (1985). Effects of contextual richness on word recognition in pointed and unpointed Hebrew. Reading Psychology: An International Quarterly 6:127–143
Ehri L.C. (1999). Phases of development in learning to read words. In: Pakhiil I., Beard R. (eds). Reading development and the teaching of reading. Blackwell, Oxford, England
Frith U. (1985). Beneath the surface of developmental dyslexia. In: Patterson K.E., Marshall J.C., Coltheart M. (eds). Surface Dyslexia. Lawrence Erlbaum Associates, London, pp. 301–370
Frost R. (1995). Phonological computation and missing vowels: Mapping lexical involvement in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition 21:398–408
Frost R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trials. Psychological Bulletin 123:71–99
Jackson N.E., Coltheart M. (2001). Routes to reading success and failure: toward an integrated cognitive psychology of atypical reading. Psychological Press, New York
Koriat A. (1985). Lexical access for low- and high-frequency words in Hebrew. Memory & Cognition 13(1):37–44
Liberman A.M. (1992). The relation of speech to reading and writing. In: Frost R., Katz L. (eds) Orthography, phonology, morphology, and meaning. Elsevier Science Publishers B. V. North-Holland, Amsterdam, pp. 167–178
Miller P. (2002a). Communication mode and the processing of printed words: evidence from readers with prelingually acquired deafness. Journal of Deaf Studies and Deaf Education 7(4):312–329
Miller P. (2002b). Another Look at the STM capacity of prelingually deafened individuals and its relation to reading comprehension. American Annals of the Deaf 147(5):56–70
Miller P. (2004a). The role of vowel diacritics in the temporary retention of hebrew nouns: evidence from normal readers and from readers with prelingual deafness. Reading and Writing: An Interdisciplinary Journal 17:593–615
Miller P. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task. Reading and Writing: An interdisciplinary Journal 17:823–845
Navon D., Shimron J. (1982). Does word naming involve grapheme-to-phoneme translation? Evidence from Hebrew. Journal of Verbal Learning and Verbal Behavior 20:97–109
Navon D., Shimron J. (1985). Source and function of phonological code in processing written Hebrew. Final Report to the U.S.-Israeli Binational Foundation. University of Haifa, Haifa, Israel
Paivio A. (1979). Imagery and verbal processes. Lawrence Erlbaum Associates, Hillsdale, NJ
Perfetti C.A., Sandak R. (2000). Reading optimally builds on spoken language: Implications for deaf readers. Journal of Deaf Studies and Deaf Education 5(1):32–50
Plaut D.C., McClelland J.L., Seidenberg M.S., Patterson K. (1996). Understanding normal and impaired: Computational principles in quasi-regular domains. Psychological Review 103:56–115
Report of the National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Sadoski M., Paivio A. (2001). Imagery and text: A dual coding theory of reading and writing. Lawrence Erlbaum Associates, Mahwah, NJ
Share D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 55(2):151–218
Share D.L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology 72:95–129
Share D.L., Levin I. (1999). Learning to read and write in Hebrew. In: Harris M., Hatano G. (eds) Learning to Read and Write. Cambridge University Press, Cambridge, pp. 89–111
Shimron J. (1993). The role of vowels in reading: A review of studies of English and Hebrew. Psychological Bulletin 114 (1):52–67
Shimron J. (1999). The role of vowel signs in Hebrew: Beyond word recognition Reading and Writing: An interdisciplinary Journal 11:301–319
Shimron J., Navon D. (1982). The dependence on graphemes and on their translation to phonemes in reading: A developmental perspective. Reading Research Quarterly 17(2):210–228
Shimron J., Sivan T. (1994). Reading proficiency and orthography: Evidence from Hebrew and English. Language Learning 44(1):5–27
Snow C.E., Burns M.S., Griffin P. (1998). Preventing reading difficulties in young children. National Academic Press, Washington, DC
Swanson H.L., Berninger V.W. (1996). Individual differences in children’s working memory and writing skill. Journal of Experimental Child Psychology 63(2):358–385
Tan, L. H., & Perfetti, C. A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts. In “Cognitive processing of Chinese and Japanese” special issue. Reading and Writing: An Interdisciplinary Journal, 10, 165–200.
van Orden G.C. (1987). A ROWS is a ROSE: Spelling, sound and reading. Memory & Cognition, 15:181–198
van Orden G.C., Johnston J.C., Hale B.L. (1988). Word identification in reading proceeds from spelling to sound to meaning. Journal of Experimental Psychology: Learning, Memory, and Cognition 14:371–385
van Orden G.C., Stone G.O., Garlington K.L., Markson L.R., Pinnt G.S., Simonfy C.M. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In: Frost R., Katz L. (eds). Orthography, phonology, morphology, and meaning. Elsevier Science Publishers B.V., North-Holland, Amsterdam, pp. 249–292
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Miller, P. Processing Unpointed Hebrew: What Can We Learn from Determining the Identicalness of Monosyllabic and Bisyllabic Nouns. J Psycholinguist Res 35, 267–283 (2006). https://doi.org/10.1007/s10936-006-9015-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10936-006-9015-x