Examining the direct and indirect effects of visual–verbal paired associate learning on Chinese word reading

Georgiou, George K.; Liu, Catrina; Xu, Shiyang

doi:10.1016/j.jecp.2017.03.011

Cited by 20 publications

(36 citation statements)

References 40 publications

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“…based on corrective feedback or the presentation of the correct answer regardless of the accuracy of the response. This could explain why previous studies reported smaller correlations (Georgiou et al, 2017;Lervåg et al, 2009) or even no correlation between PAL abilities and RAN (e.g. Litt et al, 2013Litt et al, , 2014.…”

Section: Discussionmentioning

confidence: 90%

“…Less strong correlations are reported by Litt and colleagues (2013), who requested school-aged children to map abstract symbols of the extinct language Akkadian with nonwords. The performance in this PAL task was only moderately related with phonological awareness, whereas no significant correlation was found with RAN (see also Georgiou et al, 2017, Poulsen & Elbro, 2018, and Poulsen, Juul, & Elbro, 2015.…”

Section: Introductionmentioning

confidence: 91%

“…We used Mplus 8.0 (Muthén & Muthén, 1998-2017 to estimate latent variables models with missing data. To estimate the models, the robust full information maximum likelihood method MLR was used.…”

Section: Statistical Analysesmentioning

confidence: 99%

“…Another issue that might have led to differences in the associations with other variables across studies is measurement error and the use of observed vs. latent variables. Except for the study by Lervåg andcolleagues (2009, partly also Litt et al, 2013), PAL performance and most of the other reading precursor skills were adopted as observed variables (de Jong et al, 2000;Georgiou et al, 2017;Hulme et al, 2007;Mourgues et al, 2016;Poulsen & Elbro, 2018;Warmington & Hulme, 2012;Windfuhr & Snowling, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…So far, no data are available regarding this research question because existing studies do not distinguish between a learning and a retrieval phase. Apart from de Jong and colleagues 2000, researchers have provided corrective feedback when investigating PAL abilities (de Jong, 2007;Georgiou et al, 2017;Hulme et al, 2007;Lervåg et al, 2009;Mourgues et al, 2016;Warmington & Hulme, 2012;Windfuhr & Snowling, 2001). Alternatively, the correct answer was presented regardless of the accuracy of the response (Litt et al, 2013;.…”

Section: Introductionmentioning

confidence: 99%

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Exploring factors underlying children’s acquisition and retrieval of sound–symbol association skills

Ehm

Lonnemann

Brandenburg

et al. 2019

Journal of Experimental Child Psychology

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Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations.

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Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 91%

Section: Statistical Analysesmentioning

confidence: 99%