Copying helps novice learners build orthographic knowledge: methods for teaching Devanagari akshara

Bhide, Adeetee

doi:10.1007/s11145-017-9767-8

Cited by 14 publications

(6 citation statements)

References 36 publications

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“…The earliest studies on the role of motor action in visual graph recognition were conducted with preliterate children (e.g., Jeffrey, 1958;Jensen & King, 1970;Williams, 1969Williams, , 1975 but since 1995 studies with adults have flourished (Naka & Naoi, 1995). Studies with children and with adults have adopted artificial scripts to control for exposure outside training (e.g., Seyll et al, 2020;Williams, 1969) or natural scripts (e.g., Bhide, 2018;Cao, Rickles, et al, 2013;Y. Xu et al, 2013;Z.…”

Section: Age Of Participantsmentioning

confidence: 99%

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

2022

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Handwriting (HW) training seems to boost recognition of visual graphs and learning to read more than other learning experiences. However, effects across studies appear to be variable and the underlying cognitive mechanism has been elusive. We thus conducted a meta-analysis on 50 independent experiments (with 1525 participants) to determine the magnitude of this HW benefit in visual graph recognition, while enlightening the underlying cognitive mechanism, by investigating four types of moderators: training program (type of control training, presence/absence of phonological training, and HW tasks adopted); set size and training regime (duration and frequency of session and total amount of training); granularity of visual discrimination and perceptual learning tasks; and age of participants.The benefit from HW training was moderate-to-large and significant (Hedge's g = 0.58, SE = .09) and was also modulated by type of control training (larger relative to motor, g = 0.78, than to visual control, g = 0.37), phonological training (larger when it was absent, g = 0.79, than present, g = 0.47), and granularity of visual discrimination (larger for fine-grained, g = 0.93, than coarse-grained, g = 0.19). These results are consistent with symbolic accounts that hold that the advantage from HW training in visual graph recognition is about perceptual learning rather than the motor act. Multiple meta-regressions also revealed that training regime moderated the HW benefit. We conclude that HW training is effective to improve visual graph recognition, and hence, is still relevant for literacy instruction in the present digital era.

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Section: Age Of Participantsmentioning

confidence: 99%

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

2022

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“…Previous research (Bhide, 2018;James, 2010;Li & James, 2016;Longcamp et al, 2005Longcamp et al, , 2006Longcamp et al, , 2008Naka, 1998;Zemlock et al, 2018) has raised the issue that learning conditions such as writing and typing involve complex processes and that it is therefore critical to determine which aspects of the complex learning experience are relevant to the questions at hand. This includes incidental aspects, such as differences in time spent on task and the relative difficulty of the training tasks (see Bhide, 2018;James, 2010;Li & James, 2016;Longcamp et al, 2005), as well as more fundamental aspects, such as the visual feedback produced by motor output (see Kersey & James, 2013). We introduced five innovations to address these issues.…”

Section: Training Protocolsmentioning

confidence: 99%

“…Several studies have reported that handwriting experience is more beneficial for letter learning than are other, nonmotor learning experiences. Of course, it is not surprising that handwriting practice would improve handwriting itself-what is critical is that it has been argued that the benefits of handwriting extend to other skills, such as letter recognition, categorization, and retention (Bhide, 2018;Li & James, 2016;Longcamp et al, 2005Longcamp et al, , 2006Longcamp et al, , 2008Naka, 1998;Zemlock et al, 2018). These researchers have hypothesized that the behavioral benefits of handwriting may arise not only from incidental factors (e.g., greater attention or more time on task for handwriting vs. nonmotor conditions) but also more fundamental ones-in particular, benefits arising from feedback from the visual output of the motor acts (see Cao et al, 2013;Li & James, 2016;Nakamura et al, 2012) and/or strengthened motor representations (see blue lines and boxes in Fig.…”

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confidence: 99%

The Effects of Handwriting Experience on Literacy Learning

Wiley

Rapp

2021

Psychol Sci

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Previous research indicates that writing practice may be more beneficial than nonmotor practice for letter learning. Here, we report a training study comparing typing, visual, and writing learning conditions in adults ( N = 42). We investigated the behavioral consequences of learning modality on literacy learning and evaluated the nature of the learned letter representations. Specifically, the study addressed three questions. First, are the benefits of handwriting practice due to motor learning per se or to other incidental factors? Second, do the benefits generalize to untrained tasks? And third, does handwriting practice lead to learning and strengthening only of motor representations or of other types of representations as well? Our results clearly show that handwriting compared with nonmotor practice produces faster learning and greater generalization to untrained tasks than previously reported. Furthermore, only handwriting practice leads to learning of both motor and amodal symbolic letter representations.

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“…Reading experience is more likely to lead to a more segmental perception if the orthography supplies cues to those segments. Tamil uses an "akshara-based" orthography and because such orthographies have sometimes wrongly been described as syllabic (Bhide, 2018), one might question this. All Indic scripts are neither fully alphabetic nor are they syllabic but are best described as an abugida (Daniels, 2021).…”

Section: The Present Studymentioning

confidence: 99%

Does learning to read change the perception of speech? Evidence from perceptual recalibration of speech sounds in adult illiterates, semi-literates, and literates of Tamil

Mitterer

Arunkumar

Paridon

et al. 2021

Preprint

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How do different levels of representation interact in the mind? Key evidence for answering this question comes from experimental work that investigates the influence of knowledge of written language on spoken language processing. Here we tested whether learning orthographic representations (through reading) influences pre-lexical phonological representations in spoken-word recognition using a perceptual learning paradigm. Perceptual learning is well suited to reveal differences in pre-lexical representations that might be caused by learning to read because it requires the functional use of pre-lexical representations in order to generalize a learning experience. In a large-scale behavioural study in Chennai, India, 97 native speakers of Tamil with varying reading experience (from completely illiterate to highly literate) participated. In marked contrast to their performance in other cognitive tasks, even completely illiterate participants showed a perceptual learning effect that was not moderated by reading experience. This finding suggests that pre-lexical phonological representations are not substantially changed by learning to read and thus poses important constraints for the debate about the degree of interactivity between different levels of representations during human information processing.

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Copying helps novice learners build orthographic knowledge: methods for teaching Devanagari akshara

Cited by 14 publications

References 36 publications

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

The Effects of Handwriting Experience on Literacy Learning

Does learning to read change the perception of speech? Evidence from perceptual recalibration of speech sounds in adult illiterates, semi-literates, and literates of Tamil

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