Complex Graphemes as Functional Spelling Units: Evidence from Acquired Dysgraphia

Marie‐Josèphe Tainturier · Brenda C. Rapp

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Reading and Literacy Development Neurobiology of Language and Bilingualism Tactile and Sensory Interactions

Abstract

The visual word recognition literature suggests that complex graphemes (or digraphs) such as CK function as units. This proposal has also been put forward in recent spelling models (Houghton and Zorzi, 2003) and the study we report on here provides initial empirical support for the claim. We performed detailed analyses of the spelling performance of two brain-damaged individuals with graphemic buffer deficits. Results revealed that (a) FM and BWN made fewer errors on consonant digraphs (e.g., CK) than on matched controls clusters (e.g., CR) and (b) BWN produced more transposition errors on vowel digraphs than on control clusters. These result support the view that digraphs are represented as units in which the relative order of constituent letters is encoded.

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1989A distributed, developmental model of word recognition and naming.1996Understanding normal and impaired word reading: Computational principles in quasi-regular domains.1985Frequency Analysis of English Usage: Lexicon and Grammar. By W. Nelson Francis and Henry Kučera with the assistance of Andrew W. Mackie. Boston: Houghton Mifflin. 1982. x + 561 1987The role of the Graphemic Buffer in spelling: Evidence from a case of acquired dysgraphia 1990The structure of graphemic representations 1994Handbook of spelling : theory, process, and intervention 2002The integration of information across lexical and sublexical processes in spelling 2003NORMAL AND IMPAIRED SPELLING IN A CONNECTIONIST DUAL-ROUTE ARCHITECTURE

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2006Graphemes as Motor Units in the Acquisition of Writing Skills 2015Spelling impairments in Spanish dyslexic adults 2011The relative position priming effect depends on whether letters are vowels or consonants.2010Representation of letter position in spelling: Evidence from acquired dysgraphia 2013A Computational and Empirical Investigation of Graphemes in Reading

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