This study investigated the effects of lexicality, frequency, regularity, and the interaction of the two latter ones on a reading aloud task conducted with Portuguese-speaking children from 3rd and 4th grades. The reaction time (RT) and error percentage scores on reading aloud isolated words and pseudowords were computed. The data analysis revealed the effects of frequency and lexicality on reading aloud, but not the effect of regularity nor the frequency vs. regularity interaction effect. Based on these results and on results of other studies, it was hypothesized that the regularity effect exists only at first grades for Brazilian Portuguese-speaking children. In addition, it was questioned the adequacy of a categorical classification of regularity in the light of a continuum classification.
Reading aloud; Frequency effect; Regularity effect
