The Word Length Effect on Text Reading via the Braille Code

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Papadimitriou, Vassilios (ORCID Papadimitriou, Vassilios (ORCID 0000-0002-9125-3710); Argyropoulos, Vassilios (ORCID Argyropoulos, Vassilios (ORCID 0000-0002-5105-4514)
  • Language:
    English
  • Source:
    Scientific Studies of Reading. 2022 26(5):432-447.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Secondary Education
      Elementary Education
    • Subject Terms:
      Word Frequency; Braille; Graphemes; Error Patterns; Visual Impairments; Oral Reading; Foreign Countries; Secondary School Students; Elementary School Students; Blindness; Greek; Decoding (Reading); Reading Skills
    • Subject Terms:
      Greece
    • Accession Number:
      10.1080/10888438.2022.2047691
    • ISSN:
      1088-8438
      1532-799X
    • Abstract:
      Purpose: The main objective of the present study was to examine the effect of word length, word frequency and number of syllables on graphemic errors during a text-reading task via the braille code. Method: Thirty students with severe visual impairments participated in the present study. They were invited individually to read aloud a number of texts via the braille code for forty-five minutes beginning from the text that corresponded to their equivalent reading level. Results: A binary logistic regression analysis revealed a word length effect on long words but not on short or medium words indicating that despite the gradual insertion of the braille characters, the braille readers were able to efficiently process large perceptual units. Moreover, braille readers produced three times more graphemic errors in the second half of the long words compared to the first half, while the students who attended secondary education performed more graphemic errors when they read short words compared to students enrolled in primary education. Conclusion: The presence of the word length effect only on long words indicates that text reading via the braille code is mostly, but not exclusively, in parallel.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1366082