An invited article: Phonological recoding and reading acquisition

Jorm, Anthony F.; Share, David L.

doi:10.1017/s0142716400004380

Cited by 385 publications

(252 citation statements)

References 94 publications

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“…The process of "adding" a phonological code is a central idea in the selfteaching hypothesis (Jorm & Share, 1983;Share, 1995Share, , 1999. Indeed, the phonological coding is critical for acquiring an orthographic representation of a word that a child already knows and for strengthening a newly formed orthographic representation.…”

Section: Discussionmentioning

confidence: 99%

Differences between written and spoken input in learning new words

Nelson

Balass²,

Perfetti³

2005

WL&L

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We trained adult learners the meanings of rare words to test hypotheses about modality effects in learning word forms. These hypotheses are that (1) written (orthographic) training leads to a better representation of word form than phonological training, that (2) recognition memory for a word is partly dependent upon congruence between training and testing modality (written vs. spoken) but that (3) skilled learners are less dependent on the episodic context of training than are less skilled readers. These hypotheses were confirmed by results of a word recognition test following form-meaning training. We discuss these results in terms of an episodic account of word learning (Reichle & Perfetti, 2003) and variations in lexical quality (Perfetti & Hart, 2001) that can arise through differences in code generation during learning. Differences between print and speech in learning new wordsLearning new word forms and word meanings arises from a variety of experiences with words. Much word learning involves mapping new word forms onto existing spoken word representations; other learning involves "translating" a second language form to a first language form; still other word learning is more or less de-novo, when a previously unfamiliar word is encountered for the first time in a context that provides a meaning. In this case, the learner establishes a new word representation of variable specification of form and meaning, and one of the factors that may influence this variability is the episodic context of the word encounter, including whether it is read or spoken. This is the problem we address here: How are word forms learned from experiences with unfamiliar words, and how this is affected by the modality (written or spoken) of the word learning event?

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Section: Discussionmentioning

confidence: 99%

Differences between written and spoken input in learning new words

Nelson

Balass²,

Perfetti³

2005

WL&L

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“…Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in wordlevel reading and any subsequent phonological processing ability.Phonological processing refers to using the phonological or sound structure of oral language when one processes oral and written language (Jorm & Share, 1983; Wagner & Torgesen, 1987). Spoken words represent combinations of basic sounds or phonemes.…”

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Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

Wagner¹,

Torgesen²,

Rashotte³

et al. 1997

Developmental Psychology

787

730

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Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in wordlevel reading and any subsequent phonological processing ability.Phonological processing refers to using the phonological or sound structure of oral language when one processes oral and written language (Jorm & Share, 1983; Wagner & Torgesen, 1987). Spoken words represent combinations of basic sounds or phonemes. In English, for example, there are roughly 30 to 45 basic phonemes, depending on the classification system that is used. Of the nearly infinite number of possible combinations of phonemes, only a relatively small number actually occur, and most combinations of phonemes occur in multiple words. Thus, bat and cat each contain 3 phonemes, the latter 2 of which are shared. This fact is represented by their spellings, which have different initial letters and identical medial and final letters because the spellings in alphabetic orthographies such as English represent sound as well as meaning.Developmental and individual differences in phonological processing abilities appear to be related to the acquisition of reading skills, although the direction, magnitudes, and underlying mechanisms responsible for such relations have yet to be

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“…Copyright 1996 Psychonomic Society, Inc. alternative strategy for performing the task (e.g., Gilhooly, Logie, Wetherick, & Wynn, 1993;Jorm & Share, 1983;Siegler, 1987;Simon & Reed, 1976)? For example, subjects may attempt to use some form of mnemonic rather than subvocal rehearsal to retain the word list (Della Sala, Logie, Marchetti, & Wynn, 1991).…”

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Group aggregates and individual reliability: The case of verbal short-term memory

et al. 1996

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Two experiments examined the generalizability of the effects of word length and phonological similarity with visual and auditory presentation in immediate verbal serial ordered recall. In Experiment 1, data were collected from 251 adult volunteers drawn from a broad cross-section of the normal population. Word length and phonological similarity in both presentation modes significantly influenced the group means. However, 43% of the subjects failed to show at least one of the effects, and the likelihood that effects appeared was highly correlated with verbal memory span. In Experiment 2, 40 subjects of the original sample were retested, 20 of whom had failed to show one or more effects in Experiment 1. Whether or not an effect had appeared for individual subjects on the first test session was a poor predictor of whether the effect would appear on retest. Finally,an analysis of subject reports demonstrated that the patterns of experimental data could be accounted for in part by the strategies that subjects reported using, and the effect of strategy was independent of the effect of span. The implications of these findings for theories of verbal short-term memory are discussed.Current views as to the characteristics of verbal shortterm memory owe much to the discovery and exploration of the effects on immediate serial ordered recall of word length and phonological similarity. The word-length effect refers to the tendency for normal adult subjects to have more difficulty in immediate serial ordered recall of a sequence oflong words (e.g., university, aluminium, hippopotamus, refrigerator) than in that of a sequence of short words (e.g., scroll, switch, zinc, maths). The phonological similarity effect arises from the relative difficulty in serial ordered recall of phonologically similar items (e.g., man, mad, map, mat) compared with recall ofa sequence of items that are phonologically distinct (e.g., day, boy, sup,few). Word-length and phonological similarity effects appear whether the subjects read or listen to the word sequence for recall.These are robust effects that have been replicated widely with a range of materials using groups of normal subjects (e.g., Baddeley, Thomson, & Buchanan, 1975; Caplan, Ro-Part ofthe work on which this paper is based was supported by a travel grant given to the first author from the Trustees of the journal Brain. We are grateful to Alan Baddeley for very helpful discussions on this topic, and to Marc Marschark for useful discussions on the incidence of head injury in the college population. We are also grateful to Nelson Cowan

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An invited article: Phonological recoding and reading acquisition

Cited by 385 publications

References 94 publications

Differences between written and spoken input in learning new words

Differences between written and spoken input in learning new words

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

Group aggregates and individual reliability: The case of verbal short-term memory

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