Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers

First Online: 12 June 2017

Detalles Bibliográficos
Autores: Perea, Manuel, Wang, Xiaoyun
Tipo de recurso: artículo
Fecha de publicación:2017
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/30243
Acceso en línea:http://hdl.handle.net/10810/30243
Access Level:acceso abierto
Palabra clave:Word recognition
Literacy training
Reading
Color information
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spelling Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readersPerea, ManuelWang, XiaoyunWord recognitionLiteracy trainingReadingColor informationFirst Online: 12 June 2017Prior research has shown that colors induce perceptual grouping and, hence, colors can be used as word dividers during reading (Pinna & Deiana, 2014). This issue is particularly important for those writing systems that do not employ interword spaces (e.g., Chinese). The rationale is that alternating colors across words in these scripts may facilitate the process of word identification without altering the spatial distribution of text. Here, we tested whether color alternation across words produces a benefit in a reading-aloud task in native speakers of Chinese. Participants had to read two texts: one with color alternation across words and the other with mono-color words. Experiments 1 and 2 were conducted with adult readers, whereas Experiment 3 was conducted with developing readers (Grade 2 children). Results showed that color information facilitated reading aloud a text for adult readers—restricted to texts containing technical, unfamiliar words (Experiment 2)—and developing readers. We examined the implications of these findings in the context of literacy and vocabulary training.The research reported in this article has been partially supported by Grant PSI2014-53444-P from the Spanish Ministry of Economy and Competitiveness. We thank Raymond Bertram, Tuomo Häikiö, and Simon Liversedge for their helpful comments on an earlier version of this article.Memory & Cognition201820182017info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/30243reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MINECO/PSI2014-53444-P/https://link.springer.com/journal/13421info:eu-repo/semantics/openAccess© Psychonomic Society, Inc. 2017oai:addi.ehu.eus:10810/302432026-06-18T09:23:17Z
dc.title.none.fl_str_mv Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
title Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
spellingShingle Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
Perea, Manuel
Word recognition
Literacy training
Reading
Color information
title_short Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
title_full Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
title_fullStr Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
title_full_unstemmed Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
title_sort Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers
dc.creator.none.fl_str_mv Perea, Manuel
Wang, Xiaoyun
author Perea, Manuel
author_facet Perea, Manuel
Wang, Xiaoyun
author_role author
author2 Wang, Xiaoyun
author2_role author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Word recognition
Literacy training
Reading
Color information
topic Word recognition
Literacy training
Reading
Color information
description First Online: 12 June 2017
publishDate 2017
dc.date.none.fl_str_mv 2017
2018
2018
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/30243
url http://hdl.handle.net/10810/30243
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO/PSI2014-53444-P/
https://link.springer.com/journal/13421
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
© Psychonomic Society, Inc. 2017
eu_rights_str_mv openAccess
rights_invalid_str_mv © Psychonomic Society, Inc. 2017
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Memory & Cognition
publisher.none.fl_str_mv Memory & Cognition
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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