Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning

Baron, Lauren S.; Hogan, Tiffany P.; Alt, Mary; Gray, Shelley; Cabbage, Kathryn L.; Green, Samuel; Cowan, Nelson

doi:10.1044/2018_jslhr-l-17-0336

Cited by 28 publications

(40 citation statements)

References 57 publications

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“…Of the 23 studies, 11 contained measures of orthographic, phonological and semantic learning (Chambre, Ehri & Ness, 2017;Han & Choi, 2016;Jubenville et al, 2014;Lucas & Norbury, 2014;Miles et al, 2016;Ricketts et al, 2009;Ricketts et al, 2015;Rosenthal & Ehri, 2008;Valentini, Ricketts, Pye & Houston-Price, 2018); three contained measures of semantic and phonological learning (Baron et al, 2018;Hu, 2008;Li et al, 2016); two contained measures of semantic and orthographic learning (Savaiano et al, 2015, Vadasy & Sanders, 2015 and one measured semantic learning To see or not to see / 11 only (Reitsma et al, 1983). The remaining six studies contained measures of only phonological learning (Ehri & Wilce, 1979;Mengoni et al, 2013;Saletta et al, 2016a;Saletta et al, 2016b).…”

Section: Resultsmentioning

confidence: 99%

“…These ranged from teaching simple associations between pictures and labels (e.g., Baron et al, 2018;Ricketts et al, 2009) to exposing children to words in the context of meaningful stories (e.g., Vadasy & Sanders, 2015;Valentini et al, 2018). This demonstrates that orthographic facilitation for semantic learning can occur in a variety of learning situations.…”

Section: Semantic Learningmentioning

confidence: 99%

“…Four studies could not calculate statistical comparisons because scores on their measures of semantic learning were at ceiling (Han & Choi, 2016;Jubenville et al, 2014;Miles et al 2016). Of the remaining 11 studies, eight found significant orthographic facilitation effects on at least one measure (Baron et al, 2018;Li et al, 2016;Lucas & Norbury, 2014;Reitsma, 1983;Ricketts et al, 2009;Rosenthal & Ehri, 2008;Valentini et al, 2018) and two found marginal differences between orthography-present and orthography-absent conditions (Ricketts et al, 2015;Vadasy & Sanders, 2015; see Table 4).…”

Section: Semantic Learningmentioning

confidence: 99%

“…Within the eight studies that did find evidence for orthographic facilitation in semantic learning, the magnitude of the effect varied from marginal to strong. The studies included sample sizes of between 16 and 92 participants, and between 4 and 20 items, with Reitsma (1983) including the smallest number of participants and Baron et al (2018) the smallest number of items (see Tables 1 and 2). However, the strength of effects did not vary systematically with the number of participants or items, indicating that smaller effects were not driven entirely by lack of power.…”

Section: Semantic Learningmentioning

confidence: 99%

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To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?

Colenbrander

Miles

Ricketts

2019

LSHSS

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Purpose The aim of this study was to determine when, why, and how the presence of a word's written form during instruction aids vocabulary learning (a process known as orthographic facilitation ). Method A systematic review of the research on orthographic facilitation was carried out. PsycInfo, Web of Science, ProQuest, and OpenGrey databases were searched. The search returned 3,529 results, and 23 of these met inclusion criteria. Studies were included in the review if they were written in English, published in a peer-reviewed journal, and compared vocabulary learning outcomes when words were taught with and without their written forms. Conclusions There is strong evidence that the presence of a word's written form leads to improved learning of its spelling and spoken form. There is also some evidence that it may lead to better learning of a word's meaning. A small number of studies have also shown that the presence of a word's written form benefits vocabulary learning in children with developmental language disorder, autism, Down syndrome, and reading difficulties. However, further research into the effects of orthographic facilitation in special populations is needed. In particular, ecologically valid experiments in clinical and educational settings are required in order to better understand how exposure to a word's written form can aid naturalistic vocabulary learning.

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Section: Resultsmentioning

confidence: 99%

Section: Semantic Learningmentioning

confidence: 99%

Section: Semantic Learningmentioning

confidence: 99%

Section: Semantic Learningmentioning

confidence: 99%

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To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?

Colenbrander

Miles

Ricketts

2019

LSHSS

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“…Baron et al. () found that children with dyslexia could learn and remember spoken words more accurately when the spoken and written forms of words were taught simultaneously.…”

Section: What Teachers Can Domentioning

confidence: 99%

Dyslexia: What Reading Teachers Need to Know

Johnston¹

2019

The Reading Teacher

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Phonological working memory and central executive function differ in children with typical development and dyslexia

et al. 2021

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The primary purpose of this study was to compare the working memory performance of monolingual English‐speaking second‐grade children with dyslexia (N = 82) to second‐grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or between‐group comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favoured the children with typical development across all three working memory factors. However, differences in the Focus‐of‐Attention/Visuospatial factor could be explained by group differences in non‐verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non‐verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function.

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Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning

Abstract: We demonstrate for the first time that children with dyslexia benefit from orthographic facilitation during spoken word learning. These findings have direct implications for teaching spoken vocabulary to children with dyslexia.

Cited by 28 publications

References 57 publications

To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?

To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?

Dyslexia: What Reading Teachers Need to Know

Phonological working memory and central executive function differ in children with typical development and dyslexia

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