Listening while reading promotes word learning from stories

Abstract

Reading and listening to stories fosters vocabulary development. Studies of single word learning suggest that new words are more likely to be learned when both their oral and written forms are provided, compared with when only one form is given. This study explored children's learning of phonological, orthographic, and semantic information about words encountered in a story context. A total of 71 children (8- and 9-year-olds) were exposed to a story containing novel words in one of three conditions: (a) listening, (b) reading, or (c) simultaneous listening and reading ("combined" condition). Half of the novel words were presented with a definition, and half were presented without a definition. Both phonological and orthographic learning were assessed through recognition tasks. Semantic learning was measured using three tasks assessing recognition of each word's category, subcategory, and definition. Phonological learning was observed in all conditions, showing that phonological recoding supported the acquisition of phonological forms when children were not exposed to phonology (the reading condition). In contrast, children showed orthographic learning of the novel words only when they were exposed to orthographic forms, indicating that exposure to phonological forms alone did not prompt the establishment of orthographic representations. Semantic learning was greater in the combined condition than in the listening and reading conditions. The presence of the definition was associated with better performance on the semantic subcategory and definition posttests but not on the phonological, orthographic, or category posttests. Findings are discussed in relation to the lexical quality hypothesis and the availability of attentional resources.

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

“…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).…”

“…One further study (Valentini et al,, 2018) used a forced-choice task in which children were asked to choose between two alternative pronunciations for the target words. All studies except that of Valentini et al (2018) found evidence of an orthographic facilitation effect on phonological learning (see Table 4).…”

“…It is worth noting that the design of Valentini et al (2018) was atypical for this set of studies. Children learned new words from story context, in either listening, reading, or combined listening and reading conditions.…”

Processamento auditivo, vocabulário receptivo e compreensão leitora em escolares do 5o. ano do ensino fundamental

“…(Basílio et al, 2005;Duursma et al, 2008;Cabrera et al, 2011;Duursma e Pan, 2011;Coddington et al, 2014;Malin et al, 2014, Moretti el al., 2017. Bus et al (1995) (Malin et al, 2014;Wasik et al, 2016;Valentini et al, 2018).…”

“…Como já mencionado anteriormente, o funcionamento adequado do sistema auditivo é fundamental para o desenvolvimento das linguagens oral e escrita (Allen e Allan, 2014). Estudos têm demonstrando que a exposição auditiva e visual a textos auxiliam no desenvolvimento do vocabulário (Nagy et al, 1987;Henderson et al, 2015;Valentini et al, 2018 (Carroll et al, 2003;Phillips et al, 2008). O aprendizado da leitura é um processo que inicia com a decodificação, desenvolvimento da fluência e acurácia, passando pela compreensão de palavras, orações e chegando ao nível de compreensão de textos (Carlson et al, 2014).…”