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The relationships between oral language and reading instruction: Evidence from a computational model of reading

Chang, Y-N; Taylor, JSH; Rastle, K; Monaghan, P; (2020) The relationships between oral language and reading instruction: Evidence from a computational model of reading. Cognitive Psychology , 123 , Article 101336. 10.1016/j.cogpsych.2020.101336. (In press). Green open access

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Abstract

Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important.However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge.To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate bothartificialand natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models' oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated thatoral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading,and emphasise the importance of both oral language knowledge and spelling-sound instructionin the initial stages of learning to read.

Type: Article
Title: The relationships between oral language and reading instruction: Evidence from a computational model of reading
Location: Netherlands
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.cogpsych.2020.101336
Publisher version: http://dx.doi.org/10.1016/j.cogpsych.2020.101336
Language: English
Additional information: © 2020 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/BY/4.0/).
Keywords: Computational modelling, Oral language, Reading development, Reading instruction, Word learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: https://discovery.ucl.ac.uk/id/eprint/10109029
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