{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T22:21:30Z","timestamp":1790634090354,"version":"4.1.0"},"reference-count":47,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2021,8,5]],"date-time":"2021-08-05T00:00:00Z","timestamp":1628121600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100004837","name":"Spanish Ministry of Science and Innovation","doi-asserted-by":"publisher","award":["PRE2018-083922"],"award-info":[{"award-number":["PRE2018-083922"]}],"id":[{"id":"10.13039\/501100004837","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004837","name":"Spanish Ministry of Science and Innovation","doi-asserted-by":"publisher","award":["PSI2017-86210-P"],"award-info":[{"award-number":["PSI2017-86210-P"]}],"id":[{"id":"10.13039\/501100004837","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>One of the central landmarks of learning to read is the emergence of orthographic processing (i.e., the encoding of letter identity and letter order): it constitutes the necessary link between the low-level stages of visual processing and the higher-level processing of words. Regarding the processing of letter position, many experiments have shown worse performance in various tasks for the transposed-letter pair judge-JUDGE than for the orthographic control jupte-JUDGE. Importantly, 4-y.o. pre-literate children also show letter transposition effects in a same-different task: TZ-ZT is more error-prone than TZ-PH. Here, we examined whether this effect with pre-literate children is related to the cognitive and linguistic skills required to learn to read. Specifically, we examined the relation of the transposed-letter in a same-different task with the scores of these children in phonological, alphabetic and metalinguistic awareness, linguistic skills, and basic cognitive processes. To that end, we used a standardized battery to assess the abilities related with early reading acquisition. Results showed that the size of the transposed-letter effect in pre-literate children was strongly associated with the sub-test on basic cognitive processes (i.e., memory and perception) but not with the other sub-tests. Importantly, identifying children who may need a pre-literacy intervention is crucial to minimize eventual reading difficulties. We discuss how this marker can be used as a tool to anticipate reading difficulties in beginning readers.<\/jats:p>","DOI":"10.3389\/fpsyg.2021.708274","type":"journal-article","created":{"date-parts":[[2021,8,5]],"date-time":"2021-08-05T08:17:08Z","timestamp":1628151428000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Which Factors Modulate Letter Position Coding in Pre-literate Children?"],"prefix":"10.3389","volume":"12","author":[{"given":"Mar\u00eda","family":"Fern\u00e1ndez-L\u00f3pez","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pablo","family":"G\u00f3mez","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Manuel","family":"Perea","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2021,8,5]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"152","DOI":"10.1037\/a0024953","article-title":"Not all skilled readers have cracked the code: Individual differences in masked form priming","volume":"38","author":"Andrews","year":"2012","journal-title":"J. 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