Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development:Evidence from a Computational Model of Reading

Chang, Ya-Ning and Monaghan, Padraic John (2019) Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development:Evidence from a Computational Model of Reading. Scientific Studies of Reading, 23 (3). pp. 235-253. ISSN 1088-8438

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Abstract

Diversity of vocabulary knowledge and quantity of language exposure prior to literacy are key predictors of reading development. However, diversity and quantity of exposure are difficult to distinguish in behavioural studies, and so the causal relations with literacy are not well known. We tested these relations by training a connectionist triangle model of reading that learned to map between semantic, phonological, and, later, orthographic forms of words. The model first learned to map between phonology and semantics, where we manipulated the quantity and diversity of this preliterate language experience. Then the model learned to read. Both diversity and quantity of exposure had unique effects on reading performance, with larger effects for written word comprehension than for reading fluency. The results further showed that quantity of preliteracy language exposure was only beneficial when this was to a varied vocabulary, and could be an impediment when exposed to a limited vocabulary.

Item Type:
Journal Article
Journal or Publication Title:
Scientific Studies of Reading
Additional Information:
This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on 10/10/2018, available online: https://www.tandfonline.com/doi/full/10.1080/10888438.2018.1529177
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3200/3201
Subjects:
ID Code:
127707
Deposited By:
Deposited On:
26 Sep 2018 12:34
Refereed?:
Yes
Published?:
Published
Last Modified:
06 Aug 2020 05:21