Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect?

Chambré, Susan J.; Ehri, Linnea C.; Ness, Molly

doi:10.1007/s11145-016-9715-z

Cited by 23 publications

(30 citation statements)

References 24 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%

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%

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

Colenbrander

Miles

Ricketts

2019

LSHSS

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“…In order to analyze the picture naming task data, a trained phonetician measured the duration of each target sound using Praat software (Boersma and Weenink, 2016) following the standard procedure described in Bassetti et al (2018).…”

Section: Acoustic Analysismentioning

confidence: 99%

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

Cerni

Bassetti

Masterson³

2019

Front. Commun.

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The orthographic forms of words (spellings) can affect word production in speakers of second languages. This study tested whether presenting orthographic forms during L2 word learning can lead speakers to learn non-nativelike phonological forms of L2 words, as reflected in production and metalinguistic awareness. Italian L1 learners of English as a Second Language (English L2) were exposed to English L2 novel spoken words (pseudowords) and real words in association with pictures either from auditory input only (Phonology group), or from both auditory and orthographic input (Phonology & Orthography group, both groups n = 24). Pseudowords and words were designed to obtain 30 semi-minimal pairs, each consisting of a word and a pseudoword that contained the same target consonant, spelled with one letter or with double letters. In Italian double consonant letters represent a long consonant, whereas the English language does not contrast short and long consonants. After the learning phase, participants performed a production task (picture naming), a metalinguistic awareness task (rhyme judgment) and a spelling task. Results showed that the Phonology & Orthography group produced the same consonant as longer in double-letter than in single-letter lexical items, while this was not the case for the Phonology group. The former group also rejected spoken rhymes that contained the same consonant spelled with a single letter in one word and double letters in the other, because they considered these as two different phonological categories. Finally, the Phonology & Orthography group learned more novel words than the Phonology group, showing that orthographic input results in more word learning, in line with previous findings from native speakers.

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“…In many cases, orthographic input benefits learning the phonological forms of new words-for both L1 and L2 learners-through a process called orthographic facilitation. Specifically, orthographic input may help learning because it establishes an association of speech to print and thus takes advantage of the bidirectional graph-phoneme connections (Chambré et al, 2017;Ehri, 2017;Jubenville, Sénéchal, & Malette, 2014;Miles, Ehri, & Lauterbach, 2016;Phillips, 2011). For example, Ricketts, Bishop, and Nation (2009) demonstrated that 8-to 9-year-old children better learned to associate nonwords with pictures if they were provided with both orthographic and oral representations of the nonwords, as opposed to just oral representations.…”

Section: Orthographic Inputmentioning

confidence: 99%

“…Hypothesis 1: Given that congruent orthography facilitates L2 vocabulary learning (Chambré et al, 2017), including in the L2 (Zhang et al, 2017), via orthographic facilitation, the participants in the Marathi orthography group should outperform the other participants in remembering the phonemes that comprise words. Participants in the Marathi orthography group may also outperform the other participants in pronouncing and discriminating the phonemes, but to our knowledge, there are no studies that provide strong support for that hypothesis.…”

Section: Phonological Awareness and Decodingmentioning

confidence: 99%

“…Several lines of work suggest that orthographic support for phonology is valuable for building speech representations of less familiar speech segments. Theories of lexical organization stress strong links between orthography and phonology (Perfetti & Hart, 2002), and behavioral evidence suggests a benefit of orthography in L2 word learning (Chambré, Ehri, & Ness, 2017). However, the choice of a specific orthography is critical: although congruent orthographic input is often beneficial, incongruent orthographic input can impair learning (Hayes-Harb & Cheng, 2016).…”

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confidence: 99%

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The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts

Bhide

Ortega-Llebaría

Fraundorf

et al. 2020

Applied Psycholinguistics

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Although learning second language phonology is a difficult task, orthographic input may support the learning of difficult sound contrasts through a process known as orthographic facilitation. We extended this research by examining the effects of orthographic input together with individual differences in three different phonological learning processes, namely, the production of, perception of, and memorization of words containing three Marathi phonemic contrasts (i.e., [k-kh], [-ɖ], and [-ʈ]) by native English speakers. Moreover, because the [-ɖ] and [-ʈ] contrasts were particularly challenging in previous auditory training studies (e.g., Polka, 1991), we used cross-modal training in order to enhance learning by pairing auditory perception tasks with visual orthographic information, the amplification of relevant acoustic cues, and proprioceptive descriptions to the articulation of target phonemes. Results showed significant learning from the pre- to the posttest across tasks and contrasts, supporting the effectiveness of cross-modal training. Furthermore, incongruent orthographic input could inhibit perception, and orthographic input generally supported memory for word pronunciations. Moreover, individual differences regarding phonological skills and nonspeech auditory discrimination predicted participants’ success in different phonological learning processes. These results provide a detailed picture of the complexity between different aspects of second language phonological learning and cross-modal training.

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Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect?

Cited by 23 publications

References 24 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?

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts

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