Author response:
The following is the authors’ response to the original reviews.
eLife Assessment
This useful study identifies knowledge of letter shape as a distinct component of letter knowledge and shows that children acquire it even before formal reading instruction and without knowing the corresponding letter sounds. However, the evidence supporting the main conclusions is incomplete at the current stage. With additional analyses examining the relationships among the underlying variables and/or revising interpretations, the work would be of broad interest to researchers studying language and vision.
We have now done our best to include additional analyses and interpretation to address the Reviewers’ concerns, and look forward to a more positive assessment.
Public Reviews:
Reviewer #1 (Public review):
Summary:
This study examines letter-shape knowledge in a large cohort of children with minimal formal reading instruction. The authors report that these children can reliably distinguish upright from inverted letters despite limited letter naming abilities. They also show a visual-search advantage for upright over inverted letters, and this advantage correlates with letter-shape familiarity. These findings suggest that specialized letter-shape representations can emerge with very limited letter-sound mapping practice.
Thank you for your positive assessment and concise summary of our work.
Strengths:
This study investigates whether children can develop letter-shape knowledge independently of letter-sound mapping abilities. This question is theoretically important, especially in light of functional subdivisions within the visual word form area (VWFA), with posterior regions associated with letter/orthographic shape and anterior regions with linguistic features of orthography (Caffarra et al., 2021; Lerma-Usabiaga et al., 2018). The study also includes a large sample of children at the very beginning of formal reading instruction, thereby minimizing the influence of explicit instruction on the formation of letter-shape knowledge.
Thank you for acknowledging the importance of this work. We agree with you that this issue is important also because letter familiarity and letter-sound association learning could drive the development of the VWFA. We now acknowledge this in the Introduction (p. 7).
Weakness:
A central concern is that a production task (naming) is used to index letter-name knowledge, whereas letter-shape knowledge is assessed with recognition. Production tasks impose additional demands (motor planning, articulation) and typically yield lower performance than recognition tasks (e.g., letter-sound verification). Thus, comparisons between letter-shape and letter-name knowledge are confounded by task type. The authors' partial-correlation and multiple-regression analyses linking familiarity (but not production) to the upright-search advantage are informative; however, they do not resolve the recognition-versus-production mismatch. Consequently, the current data cannot unambiguously support the claim that letter-shape representations are independent of letter-name knowledge.
Thank you for raising this very important point. We agree with you that letter naming is not the only way to measure letter-sound knowledge, and that naming could involve production demands that are absent in other measures such as recognition. However, there is extensive literature showing that recall and recognition depend on shared mechanisms, and that performance on recall and recognition tasks is often correlated. Thus, it is unlikely that children with low naming accuracy would have high recognition accuracy. Of course, we cannot conclusively rule out the absence of letter name or recognition knowledge, and it would certainly be interesting to include additional tests of letter name knowledge in future studies. However, we do feel that our observations are important and intriguing, and will spur further research in this direction. We now acknowledge this issue in the Discussion (p. 29-30).
Reviewer #2 (Public review):
Summary:
In this study, the authors propose that there are two types of letter knowledge: knowledge about letter sound and knowledge about letter shape. Based on previous studies on implicit statistical learning in adults and babies, the authors hypothesized that passive exposure to letters in the environment allows early readers to acquire knowledge of letter shapes even before knowledge of letter-sound association. Children performed a set of experiments that measures letter shape familiarity, letter-sound association performance, visual processing of letters, and a reading-related cognitive skill. The results show that even the children who have little to no knowledge of letter names are familiar with letter shapes, and that this letter shape familiarity is predictive of performance in visual processing of letters.
Thank you for your positive assessment and concise summary of our work.
Strengths:
The authors' hypothesis is based on widely accepted findings in vision science that repeated exposure to certain stimuli promotes implicit learning of, for example, statistical properties of the stimuli. They used simple and well-established tasks in large-scale experiments with a special population (i.e., children). The data analysis is quite comprehensive, accounting for any alternative explanations when needed. The data support at least a part of their hypothesis that the knowledge of letter shapes is distinct from, and precedes, the knowledge of letter-sound association, and is associated with performance in visual processing of the letters. This study shed light on a rather overlooked aspect of letter knowledge, i.e., letter shapes, challenging the idea that letters are learned only through formal instruction and calling for future research on the role of passive exposure to letters in reading acquisition.
We are happy to note that you found our study interesting.
Weaknesses:
Although the authors have successfully identified the knowledge of letter shapes as another type of letter knowledge other than the knowledge of letter-sound association, the question of whether it drives the subsequent reading acquisition remains largely unanswered, despite it being strongly implied in the Introduction. The authors collected a RAN score, which is known to robustly predict future reading fluency, but it did not show a significant partial correlation with familiarity accuracy (i.e., familiarity accuracy is not necessary to predict RAN score). The authors discussed that the performance in visual processing of letters might capture unique variance in reading fluency unexplained by RAN scores, but currently, this claim seems speculative.
We totally agree with you and we have carefully reviewed our manuscript throughout to clarify that this is a speculation that follows from our findings, but remains to be proved.
Since, even children without formal literacy instruction were highly familiar with letter shapes, it would be reasonable to assume that they had obtained the knowledge through passive exposure. However, the role of passive exposure was not directly tested in the study.
We agree that letter shape knowledge must have come from passive print exposure. Understanding passive exposure in detail will require characterizing it in conjunction with several other important home related variables (parental educational status, parental involvement, literacy artefacts in the home, scripts in the home, adult literacy practices in the home, home tutoring, home-school linkages), and is beyond the scope of the present study. We now acknowledge these issues in the Discussion (p 32: Limitations and Future Directions).
Given the superimposed straight lines in Figure 2, I assume the authors computed Pearson correlation coefficients. Testing the statistical significance of the Pearson correlation coefficient requires the assumption of bivariate normality (and therefore constant variance of a variable across the range of the other). According to Figure 2, this doesn't seem to be met, as the familiarity accuracy is hitting the ceiling. The ceiling effect might not be critical in Figure 2, since it tends to attenuate correlation, not inflate it. But in Figures 3 and 4, the authors' conclusion depends on the non-significant partial correlation. In fact, the authors themselves wrote that the ceiling effect might lead to a non-significant correlation even if there is an actual effect (line 404).
Thank you for your careful reading! We have now clarified how the straight-line fit in Figure 2A was generated (line 261-263, p. 13) and now report the non-parametric Spearman correlation which is also statistically significant.
Regarding Figures 3 and 4, the reviewer raised an important concern about whether ceiling effects might obscure meaningful relationships in the reported partial correlations. Such an issue would arise only if the relevant parameter pairs (e.g., other parameters versus upright search advantage in Figure 3, or versus RAN score in Figure 4) exhibited comparable ceiling effects. To directly address this concern and demonstrate the robustness of our findings, we have undertaken the following additional analyses:
(1) Parameter distributions. We now include the distribution of each parameter (Supplementary Figure S1.2). This analysis shows that only two relevant measures: motor accuracy and familiarity accuracy, exhibit ceiling effects. Although upright and inverted search accuracy do approach the ceiling, our analyses use the accuracy difference, which follows an approximately normal distribution.
(2) Scatter plot visualization. We have added scatter plots for the relevant parameter pairs (Supplementary Figure S2.1 for Figure 3 and Supplementary Figure S3.1 for Figure 4). These plots demonstrate that the data are sufficiently well distributed across the measurement range, indicating that meaningful associations would be detectable if present.
(3) Multiple regression and mixed-effects modelling. Previously, we used multiple linear regression analyses to validate the robustness of the partial correlation results in Figure 3 (now reported in detailed under Supplementary Section S2.2). We have now extended this approach by replicating the linear regression analysis for modelling RAN scores (Supplementary Section S3.2) and by conducting mixed-effects modelling to assess the contribution of different parameters to search reaction time (Supplementary Section 2.3).
Together, these additional analyses provide converging evidence that our results are not driven by ceiling effects or other statistical artifacts, and they reinforce the robustness of the conclusions drawn from Figures 3 and 4.
Reviewer #3 (Public review):
Summary:
This study examined how young children with minimal reading instruction process letters, focusing on their familiarity with letter shapes, knowledge of letter names, and visual discrimination of upright versus inverted letters. Across four experiments, kindergarten and Grade 1 children could identify the correct orientation of letters even without knowing their names.
Thank you for your positive assessment and concise summary of our work.
Strengths:
This study addresses an important research gap by examining whether children develop letter familiarity prior to formal literacy instruction and how this skill relates to reading-related cognitive abilities. By emphasizing letter familiarity alongside letter recognition, the study highlights a potentially overlooked yet important component of emergent literacy development.
We are happy to note that you found our study to be addressing an important research gap.
Weaknesses:
The study's methods and results do not effectively test its stated research goals. Reading ability was not directly measured; instead, the authors inferred its relationship with reading from correlations between letter familiarity and reading-related cognitive measures, which limits the validity of their conclusions. Furthermore, the analytical approach was rather limited, relying primarily on simple and partial correlations without employing more advanced statistical methods that could better capture the underlying relationships.
We respectfully disagree for the following reasons.
(1) We strategically targeted early readers because it is only in early readers that we could hope to disentangle letter familiarity from letter recognition. Once a child is reading fluently, his/her letter familiarity could come from knowing the names of letters, rather than from shape familiarity alone. We could not measure reading ability directly since these children were in the early stages of learning to read, and so we have measured their RAN score instead which is a precursor for fluent reading.
(2) We have claimed that letter familiarity could potentially boost early reading, because we have shown that it already leads to a visual processing advantage. We have acknowledged throughout that our observations are important as such, and imply (but do not prove) a potential role for letter shape familiarity in early reading.
(3) We have now replicated all our analyses using advanced statistical techniques, which are now reported in the Supplementary Material. In general, partial correlation analyses are mathematically equivalent to multiple linear regression and generalized linear modelling, so it is unsurprising that all these analyses yield similar conclusions.
Major Comments:
(1) Limited Novelty and Unclear Theoretical Contribution:
The authors aim to challenge the view that children acquire letter shape knowledge only through formal literacy instruction, but similar questions regarding letter familiarity have already been explored in previous research. The manuscript does not clearly articulate how the present study advances beyond existing findings or why examining letter familiarity specifically before formal instruction provides new theoretical insight. Moreover, if letter familiarity and letter recognition are treated as distinct constructs, the authors should better justify their differentiation and clarify the theoretical significance of focusing on familiarity as an independent component of emergent literacy.
We respectfully disagree with this reading of the current study. We have searched through the literature on this topic once again and most studies have compared frequent versus infrequent letters or strings but have not directly tested letter familiarity as we have done. In other words, there is little in the literature on the distinction between letter familiarity and letter recognition. We have now reworked the Introduction section to highlight this conceptual distinction, drawing attention to components within the term letter knowledge: letter shape familiarity, and letter recognition, (p. 3-5). We would, however, be happy to review and contrast with prior work if you can point us to it.
(2) Overgeneralization to Reading Ability:
Although the study measured several literacy-related cognitive skills and examined correlations with letter familiarity, it did not directly assess children's reading ability, as participants had not yet received formal literacy instruction. Therefore, the conclusion that letter familiarity influences reading skills (e.g., Line 519: "Our results are broadly consistent with previous work that has highlighted print letter knowledge as a strong predictor of future reading skills") is not fully supported and should be clarified or revised.
We agree that the line was ambiguous, which led this confusion. By letter knowledge, we were referring to letter recognition ability (not letter shape familiarity), which is a well-established predictor of reading ability and is also partially correlated with the RAN score in our study (Figure 4B). We have now clarified this ambiguity by changing “letter knowledge”, to “letter naming knowledge” (line 667-669 now, and other places) in the manuscript.
To draw conclusions about the impact on reading ability, a longitudinal study would be more appropriate, assessing the relationship between letter familiarity and reading skills after children have received formal literacy instruction. If a longitudinal study is not feasible, measuring familial risk for dyslexia could provide an alternative approach to infer the potential influence of letter familiarity on later reading development.
While assessing the impact of letter familiarity on later reading ability using a longitudinal design or familial risk is indeed valuable, this is beyond the scope of the current study. We have acknowledged this in the 'Limitations and Future Directions' section (p. 32).
(3) Confusing and Limited Analytical Approach with Potential for More Sophisticated Modelling: The study employs a confusing analytical approach, alternating between simple correlational analyses and group-based comparisons, which may introduce circularity - for example, defining high vs. low familiarity groups partly based on performance differences in upright versus inverted letters and then observing a visual search advantage for upright letters within these groups.
We respectfully disagree that analytical approach related to subgrouping introduces circularity. Subgroups were defined exclusively using Experiments 1 and 2, which measured letter shape familiarity and letter naming based on accuracy. Experiment 3, in contrast, is a visual search task that does not require letter shape or naming knowledge, and its primary outcome measure is search time, not accuracy. Group assignment is therefore independent of the dependent variable in Experiment 3.
Our analyses simply test whether children who differ in letter knowledge also differ in visual search performance. This is not reported before, rather, represent the hypothesis being tested here, making the approach non-circular.
Furthermore, we have analysed our data without dividing participants into groups (Figures 3-4) and obtained similar results.
Moreover, the analyses are relatively simple: although multiple linear regression is mentioned, the results are not fully reported.
We now report the result of multiple linear regression in the supplementary material (Supplementary Section S2.2, and Section S3.2), where we obtained similar results.
These approaches may not fully capture the complex relationships among letter familiarity, recognition, visual search performance, RAN, and other covariates. More sophisticated modeling, such as mixed-effects models to account for repeated measures, structural equation modeling to examine latent constructs, or multivariate approaches jointly modeling familiarity and recognition effects, could provide a clearer understanding of the unique contribution of letter shape familiarity to early literacy outcomes.
We thank the reviewer for this suggestion. We have now conducted mixed-effects modelling to assess the contribution of different parameters to search reaction time. These additional analyses are described in detail in “Supplementary Sections S2.3: Contributions of various factors to letter search advantage: Generalized Linear Mixed-Effects Modelling (GLME)”, and yield results fully consistent with the original partial correlation findings.
In addition, a large number of correlations were conducted without correction for multiple comparisons, which may increase the risk of false positives and raise concerns about the reliability of some significant findings.
We thank the reviewer for this suggestion. We now have reported the correction for multiple comparisons wherever applicable, and all our key findings remain significant.
Recommendations for the authors:
Reviewer #1 (Recommendations for the authors):
(1) Introduction: The authors divide print knowledge into two components: letter shape (visual familiarity) and letter name (visual-sound associations). While letter-name knowledge is widely considered important for reading acquisition, it remains unclear whether letter-shape knowledge, independent of letter name, is important for reading development (Q1) and capable of inducing a visual-processing advantage (Q2).
While the question is worthwhile, the motivation needs tightening. The three lines of literature cited - (1) print knowledge in kindergarteners, (2) associations between reading and basic visual skills, and (3) early sensitivity to repetition/statistical regularities - do not, as currently framed, present a strong reason to study letter-shape knowledge per se.
First, evidence from kindergarten print knowledge (Lochy et al., 2016; Maurer et al., 2005) likely includes children with at least some letter-name exposure. Indeed, the neural measures reported there were associated with letter name knowledge measured in their child participants. Likewise, the claim that children from rich home-literacy environments can distinguish words/sentences from scribbles or inverted forms (Levy et al., 2006) does not preclude informal letter-name learning at home and thus does not show that shape familiarity precedes name learning. Please also define "global print features" (L43), explain how they differ from letter-shape features, and clarify why the global features are less relevant.
Thank you for this suggestion. We have now reworked the relevant paragraph of the Introduction to make this clearer.
Second, the work linking reading to basic visual functions is relevant, but the manuscript should connect those findings to letter-shape familiarity specifically-i.e., make explicit why any observed visual advantage should track familiarity with letter forms (controlling for name knowledge).
Third, the repetition/statistical-learning literature cited does not specify representational grain. Such learning may preferentially build whole-word familiarity rather than letter-level representations; many early readers know a small set of high-frequency sight words in their environment (e.g., "McDonald's") without abstracting letter shapes.
Thank you for these suggestions. We have now revised the Introduction (p. 6) to make these points clearer.
(2) Methods and Results:
The Methods and Results sections are difficult to follow. The motivation and procedures for several analyses are not described explicitly or clearly, and some analyses do not address the stated questions. My detailed comments follow.
(a) Experiments 1 & 2:
The analyses of the "top-line" effect (corresponding to /a/) are confusing (L194-200). After computing accuracies for letters with vs. without a top line, why are correlations performed? Correlations highlight similarity, not group differences. To test whether the top line contributes to or influences performance-that is, whether it differentiates the two stimulus groups-paired comparisons or mixed-effects models should be used.
We thank the reviewer for highlighting this. We agree that correlation indicates similarity, and it does not address the specific contribution of the top-line (matraa). We now present a detailed analysis in Supplementary Section 2.4, and also now show that the top line does not have any effect on the upright letter search advantage.
L201: Why do the authors assume some letters are more recognizable than others? Which letters are these? The appropriate test is to compute letter-wise accuracies for the proposed subset and compare them against the remaining letters. Split-half correlations cannot answer this question. As above, correlations between letter sets do not test whether the top line influences recognition accuracy.
Our assumption that some letters are more recognizable than others is grounded in the structure of the school curriculum, in which certain letters are introduced earlier than others. From the 18 letters used in the study, we selected 9 letters introduced early in the curriculum (ಅ, ಆ, ದ, ಗ, ಇ, ಈ, ಖ, ಒ, ರ) and 9 letters introduced later (ದು, ಜ, ಳಿ, ಲ್ಲಿ, ನ, ನಾ, ಣ, ನ್ನು, ವ).
To directly address the reviewer’s concern, we computed recognition accuracy separately for the early- and late-introduced letter sets for each child and compared these measures. Children were significantly more accurate for early-introduced letters than for late-introduced letters (“mean ± SEM accuracy: early taught: 70.1% ± 1.9%; late taught: 38.5% ± 1.9%; p < 0.00005, rank-sum test across 285 children, who did the recognition task”, L250-258, p. 12-13). We have now included this analysis in the Results section.
However, as multiple analyses show that recognition accuracy does not uniquely predict the upright search advantage (Main Text Figure 3B; Supplementary section S2.2, S2.3, S2.4), we did not further pursue analyses examining the differential contributions of early versus late letter recognition accuracy or included early vs late accuracy comparison result in the article.
L218-219: How is the fitted line in Figure 2A determined? Please specify the model.
This was done using standard linear least squares fitting. We have now updated the manuscript with these details (L261-263, p. 13).
L221-234: It is unclear why correlations between familiarity accuracies for unrecognized letters and overall recognition accuracy rule out the alternative explanations the authors propose. Moreover, the fact that some children who can name only a few letters nevertheless achieve high letter-shape recognition does not exclude the possibility that they can generalize shape statistics from those few known letters. Please provide the full argument and supporting evidence (citations) or include analyses that directly test this generalization account.
We thank the reviewer for this comment and agree that the logic was not sufficiently explicit in the manuscript. Our argument has two components.
First, if letter familiarity were merely a byproduct of letter recognition, then any effect of familiarity should be subsumed by recognition. In that case, removing recognition-related variance should eliminate familiarity effects. Contrary to this prediction, across multiple analyses we find that familiarity independently predicts the search advantage, whereas recognition does not, demonstrating that familiarity cannot be reduced to recognition.
Second, to directly test the alternative possibility that children generalize shape statistics from the few letters they recognize, we used a computational similarity analysis. Specifically, we wondered whether letter familiarity for unrecognized letters depended on their similarity to recognized letters. To this end, for each child, we identified the unrecognized letters and calculated their average dissimilarity to recognized letters using a computational model (a neural network pretrained for object categorization, VGG-16), and asked whether the familiarity accuracy varied with the average dissimilarity between the recognized and unrecognized letters. If, familiarity accuracy on unrecognized letters is coming from shape generalization from recognized ones, then the familiarity accuracy will be more, as the dissimilarity decreases, i.e. we will see a negative correlation, but we in fact obtained a weak positive correlation (Section S1.6).
We have included the above text in the Results (L. 299-309, p. 14-15) and in the Supplementary Material (Section S1.6).
(b) Experiment 3:
L280-281: "Thus, the visual processing advantage for upright letters is associated more strongly with visual familiarity for letter shape than with letter recognition." This claim requires an interaction test. For example, quantify the upright advantage as the upright-minus-inverted difference and run a 2×2 analysis (Orientation: upright/inverted × Knowledge type: familiarity/recognition), or an equivalent mixed-effects model, to test main and interaction effects. To their credit, the authors already analyze the difference score and examine unique associations via partial correlations and regression; an explicit interaction/contrast would complete the argument.
We thank the reviewer for this suggestion. We address this directly using a mixed-effects model on raw search reaction times (Supplementary section “S2.3: Contributions of various factors to letter search advantage: Generalized Linear Mixed-Effects Modelling (GLME)”). This analysis shows that familiarity significantly facilitates faster responses in the upright relative to the inverted condition, whereas recognition does not. This supports our claim that the upright advantage is more strongly linked to visual familiarity than to letter recognition.
(c) Effects of grade and language of instruction across experiments:
These sections largely repeat the main analyses on different subsamples/methods and confirm robustness without adding new information. Consider condensing to one sentence, noting consistency across subsamples and moving details to the Supplement. Please also provide a concise summary table of key statistics for readability. Interpretive statements should be moved to the Discussion.
We appreciate the reviewer’s suggestion and understand the concern about redundancy. However, grade and language of instruction are primary variables in this study, as they are directly linked to instructional exposure and the testing context. For this reason, we prefer to keep these analyses in the main text rather than moving them to the Supplement, which is often accessed only by interested readers. Although these analyses confirm robustness across subsamples, we consider this evidence central to our conclusions.
Which factors are associated with rapid automatized naming (RAN) scores?
Please state the motivation for including the RAN analysis and explain how its results inform the central question about letter-shape knowledge and the visual advantage.
We have now added a few lines to address this before discussing the results of the RAN task, under the heading “Which factors are associated with rapid automatized naming (RAN) scores?” (L.550-559, p. 25)
(d) Correlations among all factors across experiments:
The purpose of these correlations is unclear. As presented, they primarily show strong associations between familiarity and recognition (both RT and accuracy), highlighting the close relationship between letter shape and letter name. Reaction time (RT) is also introduced for the first time here; please explain why RTs are not analyzed earlier and how they complement the accuracy-based results.
We focus on accuracy for the letter familiarity and recognition tasks because these measures assess knowledge: whether a child knows the letter, rather than speed of response. In contrast, reaction time (RT) is more informative in visual search tasks, where it reflects the efficiency with which a child can locate the target. Figure 4C is included to illustrate the relationships among all measured parameters, including RT, providing additional context for interested readers. These correlations are not central to our main hypotheses but are reported for completeness.
(5) Discussion:
The Discussion should center on interpreting the core findings - high letter-shape familiarity and the upright-letter advantage in minimally instructed children - by situating them within prior work, outlining plausible formation mechanisms, and identifying contributing factors. Current sections on emergent reading skills (e.g., Understanding emergent literacy; Role of additional factors in reading acquisition) extend beyond what is tested here and should be substantially reduced or reframed. Speculation is acceptable but should not dominate the interpretation; please anchor claims in the present data and prior evidence.
We have reframed the Discussion more closely on our core findings and have reduced the section on the role of additional factors in reading acquisition, as suggested. We believe, the revised version is more firmly grounded in the present results, and we hope it will be more accessible and acceptable to readers and reviewers.
Letter knowledge as a predictor of early reading skills:
The discussion opens by linking letter knowledge to early reading, but this relationship is not tested in the paper. If anything, the null relation with RAN-a well-known precursor of reading-cautions against strong claims. I therefore do not agree with the statement that "Our results are broadly consistent with previous work that has highlighted print letter knowledge as a strong predictor of future reading skills,".
This is a phrasing problem from our side, as we thank you for your careful reading of this point. By ‘letter knowledge,’ we specifically meant letter name knowledge, or letter recognition, not letter shape familiarity. We agree that the original wording was confusing, and we have clarified it accordingly: “Our finding that letter naming in RAN is predicted by letter naming knowledge is broadly consistent with previous work that has highlighted letter naming as a strong predictor of future reading skills….” (L. 668)”.
Minor comment:
L52-54: "For example, children with low RAN scores (an early cognitive skill related to reading, as discussed earlier), showed slower performance in basic visual tasks, such as simple reaction time and same/different decision tasks (Stainthorp et al., 2010)." RT and decision tasks are outcomes or paradigms, not visual mechanisms per se.
We acknowledge the mistake in wording, and now have revised the text to clarify this distinction: (L.69-72) “For example, children with low RAN scores (an early cognitive skill related to reading, as discussed earlier), showed slower performance in basic visual tasks, as measured by simple reaction time and same/different decision tasks (Stainthorp et al., 2010).”
Reviewer #2 (Recommendations for the authors):
(1) The authors wrote that they selected 18 letters with a range of letter frequencies. Would it be possible for the authors to correlate familiarity accuracy for each letter and the frequency of each letter in Kannada? According to the authors' hypothesis of implicit learning through passive exposure, one might expect that readers are more familiar with frequent letters than the infrequent ones. It would be particularly great if the authors could measure the letter frequency in the readers' learning environments (e.g., school, children's book).
We have now included additional analyses of letter frequencies from a children’s book corpus {Citation} in Supplementary Section S1.3. The frequency data come from The Promise Foundation Corpus of Child-Directed Print drawn from 402 books for children between 3 and 10. We find no clear association between letter familiarity and letter frequency, at least for this corpus.
(2) Regarding the question of whether the letter shape familiarity drives the subsequent reading acquisition, can the authors perform a mediation analysis on IV: familiarity accuracy, mediator: recognition accuracy, and DV: RAN scores? The correlations between three variables (i.e., the significant correlation between familiarity accuracy and recognition accuracy, the significant partial correlation between recognition accuracy and RAN scores, and the non-significant partial correlation between familiarity accuracy and RAN scores) jointly suggest a full mediation. However, they do not guarantee a significant indirect effect of familiarity accuracy on RAN scores. The authors might even want to consider other variables, such as age or grade, as a moderator. Please note, though, I'm not suggesting that the authors should make claims about causal directions with the mediation analysis on their observation data.
We thank the reviewer for this insightful suggestion. We performed the mediation analysis as recommended, and the results indicated full mediation: letter shape familiarity predicted recognition accuracy, which in turn predicted RAN scores, while the direct effect of familiarity on RAN was non-significant. We have now included these in the Results (p. 28: Letter-RAN associations: Could letter familiarity affect RAN score through letter recognition?).
(3) Regarding the ceiling effect and the significance testing of correlation coefficients, at the very least, I recommend including scatter plots for key factors in Figures 3 and 4.
We have now added distributions of all relevant parameters (Supplementary Figure S1.2), which indicate that only motor accuracy and familiarity accuracy exhibit ceiling effects. In addition, we have included scatter plots for the key parameter pairs underlying Figures 3 and 4 (Supplementary Figures S2.1, and S3.1). Finally, we report both linear regression and generalized linear mixed-effects (GLME) analyses for Figures 3 and 4 to demonstrate the robustness of our claims (Sections 2 and 3, Supplementary Material).
(4) The letter familiarity task results are shown as either averages across readers or across letters, but not as reader-letter pairs. In the letter familiarity task, each of the 18 letters was repeated four times. Is correctness consistent across four repeats of each letter for each reader? That is, if a dot in Figure 2A says a reader has the familiarity accuracy of 75%, is that number mainly driven by the reader 1) being correct in all four repeats for 75% of 18 letters and incorrect in all four repeats for the remaining 25%, or 2) being correct in three out of four repeats for all 18 letters?
This is an interesting question, thank you for this suggestion. To address this, we computed letter-wise accuracy values (0, 0.25, 0.5, 0.75, or 1, as there were 4 repeats/letter) for each child. We focused this analysis on 41 children whose overall familiarity accuracy did not exceed 90%, as ceiling performance precludes meaningful assessment of variability (Supplementary Section S1.1).
This analysis shows that children with lower overall familiarity accuracy exhibit substantial variability across repetitions of the same letter, indicating inconsistent responding, whereas children with higher overall familiarity accuracy show strong internal consistency, with most letters reaching 100% accuracy across repeats (Supplementary Figure S1.1A). We now report this analysis in the Supplementary Material (supplementary section “S1.1: Internal consistency of familiarity accuracy for each child.”).
(5) Figure 4C: Since the conclusions from Figures 3 and 4 are based on partial correlations, something similar to Figure 4C but with partial correlations might be helpful.
We thank the reviewer for the suggestion. However, we did not have a specific hypothesis motivating a partial correlation for Figure 4C. The correlations presented here are across all parameters measured in our study, and are included primarily for completeness and to allow inquisitive readers to explore potential relationships.
(6) Figures 2D-G are bar plots, but the y-axis starts at 2. I suggest the authors break both the y-axis and the bars to more explicitly prevent readers from misinterpreting the relative differences among the four plots, or alternatively use violin plots.
While we appreciate the point, we consider it a minor issue and believe that the current presentation of Figures 2D–G conveys the data clearly. Therefore, we prefer to keep the plots as they are.
(7) Figures 2 and S1: By eyeballing, there seem to be ~120 data points in Figure 2A, suggesting that some data points are overlapping, probably because there are only 19 levels of recognition accuracy, and familiarity accuracy is hitting the ceiling. Figure S1 suffers even more from the same visualization issue. I think the authors can try using the size or transparency of markers to indicate overlapping data points in Figure S1, but I'm not sure whether it would work for Figure 2 as well.
We have now added transparency to the markers in Figure S1 (now Supplementary S1.5) to better indicate overlapping data points. For Figure 2, however, applying transparency did not improve the visualization, so we have retained the original presentation.
(8) Figure 2 caption: "high/low familiarity (cyan/blue) x high/low recognition (orange/red)" is not an accurate description of the color coding.
Apologies for this confusion. We have now clarified in the revised text (p. 17, L355-359).
Reviewer #3 (Recommendations for the authors):
(1) Line 35: The statement 'a tacit assumption made by most studies is that letter knowledge is taken as the ability to explicitly name or recognize letters' requires supporting references.
We thank the reviewer for this suggestion. We have now included relevant references: L.48-50: “A tacit assumption made by most studies is that letter knowledge is the ability to explicitly name or recognize letters (Muter et al., 2004; Noel Foulin, 2005; Sigmundsson et al., 2020; Stephenson et al., 2008)”.
(2) Line 39: Similarly, the claim 'children only become familiar with letter shapes once they start learning letter names' should be supported by prior literature.
We would like to respectfully note that the reviewer appears to have focused on an incomplete line, which may have caused some confusion. As described in the text, this is an assumption rather than a well-established claim, and it is exactly what we aim to test in our study.
(3) Lines 38-42: The logical connection between the sentences is unclear. If the authors want to emphasize that children from rich home literacy environments HLE can distinguish letters from non-letters before formal literacy instruction, this should be made clearer.
We apologize for any confusion. Here, our intent was simply to highlight that children can become familiar with written forms, even before formal reading instruction. The reference to a rich home literacy environment (HLE) is related to the cited paper and not a claim we are making in our study.
(4) The distinction between Lower and Upper Kindergarten is unclear, as the age ranges are similar, and the LKG group may even have a higher mean age. The criteria for this grouping should be clarified.
The distinction between Lower and Upper Kindergarten (LKG and UKG) is based solely on the class in which the children were enrolled during data collection. In India, schooling typically consists of LKG, UKG, and then first grade. Placement criteria can vary slightly across schools (resulting overlapping age range across LKG and UKG), and we have not examined these school-specific differences.
(5) In Experiment 3, a Wilcoxon signed-rank test was used to compare upright vs. inverted letters. It is unclear whether the data were tested for normality to justify using a non-parametric test rather than a paired t-test. The rationale for choosing a non-parametric test should be provided.
This is a valid concern, as our reasoning was not explicitly stated. We consistently tested all parameters for normality, and whenever one or both parameters failed, we applied a non-parametric test. We have now added the following clarification to the Methods section: “While reporting comparison results, we always tested parameter pairs for normality first, and applied non-parametric alternative to t-tests whenever even one parameter failed normality testing.” (L.791-793)
(6) Lines 324-325 mention a baseline motor task measuring speed and accuracy, but the manuscript does not describe when or how it was administered, what stimuli were used, or whether it was part of the main experiment or separate. This information is necessary to interpret the correlation analysis in Figure 3.
We thank the reviewer for pointing this out. Now we have added details of the motor task in the method section: “At the beginning, to estimate motor speed…”(L:867).
(7) The distributions of task scores for kindergarten and Grade 1 children are not provided. This is particularly important when discussing potential ceiling effects.
We have now included distributions across all children in the Section S1.2, but we did not feel that it was useful to separate them into groups.
(8) Line 548 mentions 'components of emergent literacy evolve over time.' It is unclear whether this refers to the developmental stages of children or the evolution of the theoretical concept.
We agree that the original sentence was ambiguous. We have now rewritten this section such that, this phrase does not exist anymore.
References
Caffarra, S., Karipidis, I. I., Yablonski, M., & Yeatman, J. D. (2021). Anatomy and physiology of word-selective visual cortex: From visual features to lexical processing. Brain Structure and Function, 226(9), 3051–3065. https://doi.org/10.1007/s00429-021-02384-8
Lerma-Usabiaga, G., Carreiras, M., & Paz-Alonso, P. M. (2018). Converging evidence for functional and structural segregation within the left ventral occipitotemporal cortex in reading. Proceedings of the National Academy of Sciences, 115(42), E9981–E9990. https://doi.org/10.1073/pnas.1803003115
Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93(1), 63–93. https://doi.org/10.1016/j.jecp.2005.07.003
Lochy, A., Van Reybroeck, M., & Rossion, B. (2016). Left cortical specialization for visual letter strings predicts rudimentary knowledge of letter-sound association in preschoolers. Proceedings of the National Academy of Sciences, 113(30), 8544–8549. https://doi.org/10.1073/pnas.1520366113
Maurer, U., Brem, S., Bucher, K., & Brandeis, D. (2005). Emerging Neurophysiological Specialization for Letter Strings. Journal of Cognitive Neuroscience, 17(10), 1532–1552. https://doi.org/10.1162/089892905774597218
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. Developmental Psychology, 40(5), 665–681. https://doi.org/10.1037/0012-1649.40.5.665
Nag, S., John, S., & Agrawal, A. (2024). NSP-SCD: A corpus construction protocol for child-directed print in understudied languages. Behavior Research Methods, 56(4), 2751–2764. https://doi.org/10.3758/s13428-024-02339-x
Noel Foulin, J. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Sigmundsson, H., Haga, M., Ofteland, G. S., & Solstad, T. (2020). Breaking the reading code: Letter knowledge when children break the reading code the first year in school. New Ideas in Psychology, 57, 100756. https://doi.org/10.1016/j.newideapsych.2019.100756
Stainthorp, R., Stuart, M., Powell, D., Quinlan, P., & Garwood, H. (2010). Visual Processing Deficits in Children With Slow RAN Performance. Scientific Studies of Reading, 14(3), 266–292. https://doi.org/10.1080/10888431003724070
Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R. (2008). Effects of Home Literacy, Parents’ Beliefs, and Children’s Task-Focused Behavior on Emergent Literacy and Word Reading Skills. Scientific Studies of Reading, 12(1), 24–50. https://doi.org/10.1080/10888430701746864