Kathleen Rastle
Dados Biográficos
| ID | 1662680 |
|---|---|
| NOME | Kathleen Rastle |
| PRENOMES | Kathleen |
| SOBRENOME | Rastle |
| ASSINATURA | RASTLE K |
| AFILIAÇÕES | Royal Holloway University of London |
| ORCID | 0000-0002-3070-7555 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Bringing the Reading Sciences Into the Classroom
Teaching phonics—that is, systematic mappings between letters and sounds—plays a foundational role in how children learn to read in alphabetical writing systems. Although the reading sciences yield important insights into the factors underlying effective phonics instruction, these findings have not been sufficiently linked to key decisions that teachers must make in the classroom—for instance, which spelling-sound regularities to teach, in what o…
Morpheme knowledge is shaped by information available through orthography
A large portion of words in a language are formed by combining smaller meaningful units called morphemes (e.g., teach + -er → teacher ). Understanding a language’s morphology is vital for skilled reading as it allows readers to interpret both familiar and unfamiliar words (e.g., tweeter ). It is widely agreed that children rely on reading experience to acquire morpheme knowledge in English, and emerging research suggests that different aspects of…
No evidence that same‐language subtitles improve children's reading fluency
High‐profile campaigns globally have argued that same‐language television subtitles may help children improve their reading. In this intervention study, we tested the causal hypothesis that exposure to subtitles improves children's reading fluency. We tested 127 British children in Years 2 and 3 before and after a 6‐week home‐based intervention, in which children were randomly assigned to an experimental group that watched television with English…
Morphemes in the wild
Frequency-dependent selection in the English spelling system across 1000 years of history
English orthography has largely been left to evolve freely across its thousand-year history with little top-down design or reform. Yet modern English spelling has become standardized, even if its standardized spellings are sometimes internally inconsistent. The relative freedom with which English orthography has been allowed to evolve makes it an interesting test-case for exploring whether spelling standardization might arise through a process of…
Compositional processing in the recognition of Chinese compounds
Recent research has shown that the compositional meaning of a compound is routinely constructed by combining meanings of constituents. However, this body of research has focused primarily on Germanic languages. It remains unclear whether this same computational process is also observed in Chinese, a writing system characterised by less systematicity of the meanings and functions of constituents across compounds. We quantified the ease of integrat…
Acoustic correlates of stress in speech perception
Stress is an important property of English spoken words. Research conducted over the past 70 years has sought to determine how acoustic cues, including duration, pitch, and intensity influence stress perception; however, the evidence remains conflicting. In the present study, we used a large dataset of 10 speakers’ productions of disyllabic nonwords to investigate how listeners make use of these cues to perceive stress. Over 100 listeners made st…
Why do languages tolerate heterography? An experimental investigation into the emergence of informative orthography
It is widely acknowledged that opaque orthographies place additional demands on learning, often requiring many years to fully acquire. It is less widely recognized, however, that such opacity may offer certain benefits in the context of reading. For example, heterographic homophones such as ⟨knight⟩ and ⟨night⟩ (words that sound the same but which are spelled differently) impose additional costs in learning but reduce ambiguity in reading. Here, …
Inadequate foundational decoding skills constrain global literacy goals for pupils in low- and middle-income countries
Learning to read is the most important outcome of primary education. However, despite substantial improvements in primary school enrolment, most students in low- and middle-income countries (LMICs) fail to learn to read by age 10. We report reading assessment data from over half a million pupils from 48 LMICs tested primarily in a language of instruction and show that these pupils are failing to acquire the most basic skills that contribute to re…
Beware influential findings that have not been replicated
Improving Reproducibility in the Journal of Memory and Language
Registered Reports in Journal of Memory and Language
Are people consistent when reading nonwords aloud on different occasions
Tests of nonword reading have been instrumental in adjudicating between theories of reading and in assessing individuals’ reading skill in educational and clinical practice. It is generally assumed that the way in which readers pronounce nonwords reflects their long-term knowledge of spelling–sound correspondences that exist in the writing system. The present study found considerable variability in how the same adults read the same 50 nonwords ac…
Bridging form and meaning
Background Vocabulary development is closely associated with morphological knowledge, yet work is needed to understand the mechanisms underpinning this relationship. One possibility is that because morphological relationships entail systematic mappings between word form (phonology and orthography) and word meaning (semantics and grammar), children may take advantage of these links to form high‐quality lexical representations when learning novel w…
Finding the man amongst many
Skilled reading is characterized by rapid recognition of morphologically complex words. Evidence suggests that adult readers segment complex words into their constituent morphemes during visual word recognition, and that this extends to items that have only a surface morphological structure (e.g., corner), a process termed 'morpho-orthographic segmentation'. It is not yet known how and when this mechanism is established over the course of reading…
Sleep deprivation and memory
Research suggests that sleep deprivation both before and after encoding has a detrimental effect on memory for newly learned material. However, there is as yet no quantitative analyses of the size of these effects. We conducted two meta-analyses of studies published between 1970 and 2020 that investigated effects of total, acute sleep deprivation on memory (i.e., at least one full night of sleep deprivation): one for deprivation occurring before …
Sensitivity to meaningful regularities acquired through experience
English spelling provides multiple cues to word meaning, and these cues are readily exploited by skilled readers. In two crowdsourcing studies, we tested skilled readers' sensitivity to a large number of morphological as well as nonmorphological orthographic cues by asking them to classify nonwords as adjectives or nouns. We observed a substantial variability across individuals and orthographic cues. In this paper, we discuss some sources of this…
The relationships between oral language and reading instruction
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 orthogr…
Skilled readers’ sensitivity to meaningful regularities in English writing
Substantial research has been undertaken to understand the relationship between spelling and sound, but we know little about the relationship between spelling and meaning in alphabetic writing systems. We present a computational analysis of English writing in which we develop new constructs to describe this relationship. Diagnosticity captures the amount of meaningful information in a given spelling, whereas specificity estimates the degree of di…
Ending the Reading Wars
There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge…
Syllable Transposition Effects in Korean Word Recognition
Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies
Morphological decomposition based on the analysis of orthography
Recent theories of morphological processing have been dominated by the notion that morphologically complex words are decomposed into their constituents on the basis of their semantic properties. In this article we argue that the weight of evidence now suggests that the recognition of morphologically complex words begins with a rapid morphemic segmentation based solely on the analysis of orthography. Following a review of this evidence, we discuss…
The broth in my brother’s brothel
Nonwords
The authors present a model of the phonotactic and orthographic constraints of Australian and Standard Southern British English monosyllables. This model is used as the basis for a web-based psycholinguistic resource, the ARC Nonword Database, which contains 358,534 monosyllabic nonwords—48,534 pseudohomophones and 310,000 non-pseudohomophonic nonwords. Items can be selected from the ARC Nonword Database on the basis of a wide variety of properti…
Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies
Syllable Transposition Effects in Korean Word Recognition
Inadequate foundational decoding skills constrain global literacy goals for pupils in low- and middle-income countries
Learning to read is the most important outcome of primary education. However, despite substantial improvements in primary school enrolment, most students in low- and middle-income countries (LMICs) fail to learn to read by age 10. We report reading assessment data from over half a million pupils from 48 LMICs tested primarily in a language of instruction and show that these pupils are failing to acquire the most basic skills that contribute to re…
Morphological and semantic effects in visual word recognition
Some theories of visual word recognition postulate that there is a level of processing or representation at which morphemes are treated differently fromwhole words. Support for these theories has been derived frompriming experiments in which the recognition of a target word is facilitated by the prior presentation of a morphologically related prime (departure-DEPART). In English, such facilitation could be due to morphological relatedness, or to …
DRC
This article describes the Dual Route Cascaded (DRC) model, a computational model of visual word recognition and reading aloud. The DRC is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud. For both tasks, the authors show that a wide variety of variables that influence human latencies …
Nonwords
The authors present a model of the phonotactic and orthographic constraints of Australian and Standard Southern British English monosyllables. This model is used as the basis for a web-based psycholinguistic resource, the ARC Nonword Database, which contains 358,534 monosyllabic nonwords—48,534 pseudohomophones and 310,000 non-pseudohomophonic nonwords. Items can be selected from the ARC Nonword Database on the basis of a wide variety of properti…
The broth in my brother’s brothel
Morphological decomposition based on the analysis of orthography
Recent theories of morphological processing have been dominated by the notion that morphologically complex words are decomposed into their constituents on the basis of their semantic properties. In this article we argue that the weight of evidence now suggests that the recognition of morphologically complex words begins with a rapid morphemic segmentation based solely on the analysis of orthography. Following a review of this evidence, we discuss…
Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies
Syllable Transposition Effects in Korean Word Recognition
Ending the Reading Wars
There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge…
The relationships between oral language and reading instruction
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 orthogr…
Skilled readers’ sensitivity to meaningful regularities in English writing
Substantial research has been undertaken to understand the relationship between spelling and sound, but we know little about the relationship between spelling and meaning in alphabetic writing systems. We present a computational analysis of English writing in which we develop new constructs to describe this relationship. Diagnosticity captures the amount of meaningful information in a given spelling, whereas specificity estimates the degree of di…
Are people consistent when reading nonwords aloud on different occasions
Tests of nonword reading have been instrumental in adjudicating between theories of reading and in assessing individuals’ reading skill in educational and clinical practice. It is generally assumed that the way in which readers pronounce nonwords reflects their long-term knowledge of spelling–sound correspondences that exist in the writing system. The present study found considerable variability in how the same adults read the same 50 nonwords ac…
Bridging form and meaning
Background Vocabulary development is closely associated with morphological knowledge, yet work is needed to understand the mechanisms underpinning this relationship. One possibility is that because morphological relationships entail systematic mappings between word form (phonology and orthography) and word meaning (semantics and grammar), children may take advantage of these links to form high‐quality lexical representations when learning novel w…
Finding the man amongst many
Skilled reading is characterized by rapid recognition of morphologically complex words. Evidence suggests that adult readers segment complex words into their constituent morphemes during visual word recognition, and that this extends to items that have only a surface morphological structure (e.g., corner), a process termed 'morpho-orthographic segmentation'. It is not yet known how and when this mechanism is established over the course of reading…
Sleep deprivation and memory
Research suggests that sleep deprivation both before and after encoding has a detrimental effect on memory for newly learned material. However, there is as yet no quantitative analyses of the size of these effects. We conducted two meta-analyses of studies published between 1970 and 2020 that investigated effects of total, acute sleep deprivation on memory (i.e., at least one full night of sleep deprivation): one for deprivation occurring before …
Sensitivity to meaningful regularities acquired through experience
English spelling provides multiple cues to word meaning, and these cues are readily exploited by skilled readers. In two crowdsourcing studies, we tested skilled readers' sensitivity to a large number of morphological as well as nonmorphological orthographic cues by asking them to classify nonwords as adjectives or nouns. We observed a substantial variability across individuals and orthographic cues. In this paper, we discuss some sources of this…
Improving Reproducibility in the Journal of Memory and Language
Registered Reports in Journal of Memory and Language
Beware influential findings that have not been replicated
Acoustic correlates of stress in speech perception
Stress is an important property of English spoken words. Research conducted over the past 70 years has sought to determine how acoustic cues, including duration, pitch, and intensity influence stress perception; however, the evidence remains conflicting. In the present study, we used a large dataset of 10 speakers’ productions of disyllabic nonwords to investigate how listeners make use of these cues to perceive stress. Over 100 listeners made st…
Why do languages tolerate heterography? An experimental investigation into the emergence of informative orthography
It is widely acknowledged that opaque orthographies place additional demands on learning, often requiring many years to fully acquire. It is less widely recognized, however, that such opacity may offer certain benefits in the context of reading. For example, heterographic homophones such as ⟨knight⟩ and ⟨night⟩ (words that sound the same but which are spelled differently) impose additional costs in learning but reduce ambiguity in reading. Here, …
Inadequate foundational decoding skills constrain global literacy goals for pupils in low- and middle-income countries
Learning to read is the most important outcome of primary education. However, despite substantial improvements in primary school enrolment, most students in low- and middle-income countries (LMICs) fail to learn to read by age 10. We report reading assessment data from over half a million pupils from 48 LMICs tested primarily in a language of instruction and show that these pupils are failing to acquire the most basic skills that contribute to re…
Frequency-dependent selection in the English spelling system across 1000 years of history
English orthography has largely been left to evolve freely across its thousand-year history with little top-down design or reform. Yet modern English spelling has become standardized, even if its standardized spellings are sometimes internally inconsistent. The relative freedom with which English orthography has been allowed to evolve makes it an interesting test-case for exploring whether spelling standardization might arise through a process of…
Compositional processing in the recognition of Chinese compounds
Recent research has shown that the compositional meaning of a compound is routinely constructed by combining meanings of constituents. However, this body of research has focused primarily on Germanic languages. It remains unclear whether this same computational process is also observed in Chinese, a writing system characterised by less systematicity of the meanings and functions of constituents across compounds. We quantified the ease of integrat…
Bringing the Reading Sciences Into the Classroom
Teaching phonics—that is, systematic mappings between letters and sounds—plays a foundational role in how children learn to read in alphabetical writing systems. Although the reading sciences yield important insights into the factors underlying effective phonics instruction, these findings have not been sufficiently linked to key decisions that teachers must make in the classroom—for instance, which spelling-sound regularities to teach, in what o…
Morpheme knowledge is shaped by information available through orthography
A large portion of words in a language are formed by combining smaller meaningful units called morphemes (e.g., teach + -er → teacher ). Understanding a language’s morphology is vital for skilled reading as it allows readers to interpret both familiar and unfamiliar words (e.g., tweeter ). It is widely agreed that children rely on reading experience to acquire morpheme knowledge in English, and emerging research suggests that different aspects of…
Psychology (22 obras) · Linguistics (18 obras) · Reading and Literacy Development (16 obras) · Cognitive psychology (13 obras) · Computer Science (13 obras) · Reading (process) (13 obras) · Natural language processing (9 obras) · Orthography (9 obras) · Neurobiology of Language and Bilingualism (8 obras) · Cognition (7 obras)