14 documents found, page 1 of 2
How to teach fully illiterate adults to read.
Kolinsky, Régine; Carvalho, Cristina; Leite, Isabel; Franco, Ana; Morais, JoséAbout 750 million adults (15%) worldwide lack any literacy skills, most because they lack adequate learning opportunities (UNESCO, 2016). In this chapter, we discuss how to teach to read to such people. We first examine scientific evidence suggesting that literacy acquisition does not radically differ as a function of age of acquisition. We then discuss the data relevant for designing effective methods aimed at...
Completely illiterate adults can learn to read in less than three months
Kolinsky, Régine; Leite, Isabel; Carvalho, Crsitina; Franco, Ana; Morais, JoséThe purpose of this case series was to explore whether adults who did not have the opportunity to acquire reading skills during childhood are able to do so rapidly if trained with an adequate literacy program. After 14 weeks of training with a new, optimized, literacy course based on cognitive research, six out of eight participants became able to read words they had never encountered, hence demonstrating that ...
Into the looking glass: Literacy acquisition and mirror invariance in preschool...
Fernandes, Tânia; Leite, Isabel; Kolinsky, RégineAt what point in reading development does literacy impact object recognition and orientation processing? Is it specific to mirror images? To answer these questions, forty-six 5- to 7-year-old preschoolers and first graders performed two same–different tasks differing in the matching criterion-orientation-based versus shape-based (orientation independent)-on geometric shapes and letters. On orientation-based jud...
From illiteracy to literacy in adult- hood: A microlongitudinal study
Kolinsky, Régine; Franco, Ana; Leite, Isabel; Carvalho, Cristina; Fernandes, Tânia; Calcus, Axelle; Morais, JoséLittle is known about literacy acquisition in adults. Yet, our former studies suggest that the majority of the changes induced by literacy in children also occur in adulthood. Based on this observation as well as on what we know from developmental studies on reading acquisition, we designed an intensive literacy course in which each difficulty (either phono- logical or visual) of the alphabetic code is introduc...
A cultural side effect: mirror suppression in object recognition is triggered b...
Fernandes, Tânia; Leite, Isabel; Kolinsky, RégineSince when, during reading development, does literacy impact object recognition and orientation processing? Is this impact specific to mirror images (e.g., d − b) or also apparent for other transformations (e.g., plane−rotations: d − p)? To answer these questions, forty−six 5−7−year−old preliterate preschoolers and first graders performed two same−different matching tasks tapping explicit (orientation−based) vs...
A matter of timing: when does learning to read start to impact on nonlinguistic...
Fernandes, Tânia; Leite, Isabel; Kolinsky, RégineMirror invariance (i.e., processing mirror images like b and d as equivalent percepts) is an original property of the visual system entrenched by evolution. This property collides with learning a script with mirrored symbols like the Latin alphabet which requires mirror discrimination. Therefore, examining the impact of literacy on mirror-image processing is one of the most interesting ways to investigate the c...
Face and object visual processing linked to literacy: a longitudinal study
Franco, Ana; Leite, Isabel; Carvalho, Cristina; deGelder, Beatrice; Morais, José; Kolinsky, RégineReading is a cultural invention too recent to involve dedicated genetic or developmental mechanisms. It has been proposed that reading partly recycles pre-existing brain systems (neural recycling hypothesis, Dehaene, 2004). This hypothesis is supported by fMRI studies. Reading acquisition does not only lead to the development of a strong response to written materials in the left fusiform gyrus, the "visual word...
When does literacy start to impact on visual processing? Evidence from preschoo...
Fernandes, Tania; Leite, Isabel; Kolinsky, RégineAn emergent bulk of research indicates that, independently of maturation, learning to read strongly impacts on visual processing, including for non-linguistic materials. Panelists in this symposium will present their latest findings on the neural and cognitive processes modulated by literacy, from low-level visual processes to mirror-image discrimination and letter processing.
Learning to read and its implications on memory and cognition
Gabriel, Rosângela; Morais, José; Kolinsky, RégineCan learning to read change the information process and expand the storage capacity of the human brain? The purpose of this article is to review and to discuss models of memory (working memory, short term and long term memory) in their relation to language, as well as the possible cognitive changes prompted by literacy. By reviewing models of memory and executive functions, we aim at identifying questions that ...
Entre a pré-leitura e a leitura hábil: Condições e patamares da aprendizagem
Morais, José; Leite, Isabel; Kolinsky, RégineA Leitura é uma forma específica de processamento de informação, e a aprendizagem da leitura é, portanto, a aprendizagem desses processos. Numa definição mais aprofundada, ler é transformar representações gráficas da linguagem em representações mentais da sua forma sonora e do seu significado. Quando se trata de um texto, o objectivo da leitura é poder apreender o seu sentido. O presente capítulo aborda o proce...