The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Landi, Nicole; Perfetti, Charles A.; Bolger, Donald J.; Dunlap, Susan; Foorman, Barbara R.

doi:10.1016/j.jecp.2005.12.004

Cited by 68 publications

(78 citation statements)

References 17 publications

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“…This is consistent with previous orthographic learning studies that have manipulated context in a similar way (Ricketts et al, 2008), have made comparisons between exposure in isolation and exposure in context (Nation, Angell, et al, 2007) or have investigated word learning after reading cohesive versus scrambled passages (Cunningham, 2006). However, in some cases reduced orthographic learning has been observed for items learned in context in relation to items learned in isolation (Landi et al, 2006;Stuart, Masterson, & Dixon, 2000). It is worth noting that reading in isolation and reading in context place very different reading and language demands on a child whereas the demands in this study were relatively constant across context conditions.…”

Section: Discussionsupporting

confidence: 87%

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confidence: 95%

“…Previous research has shown that word reading is supported by context (Archer & Bryant, 2001;Nation & Snowling, 1998). However, context does not appear to facilitate orthographic learning in the self-teaching paradigm; some researchers have found no effect of context (Cunningham, 2006;Nation, Angell, et al, 2007;Ricketts, Bishop, & Nation, 2008) and others have reported reduced orthographic learning for items learned in context in relation to items learned in isolation (Landi, Perfetti, Bolger, Dunlap, & Foorman, 2006;Stuart, Masterson, & Dixon, 2000).Although these studies have focused on the learning of orthographic patterns, the reading process also provides an opportunity for children to learn the meaning of novel phonological forms. It is well established that when unknown words LEARNING ASPECTS OF NEW WORDS 49 are encountered in supportive context readers can, and do, use semantic, syntactic, and/or pragmatic information from the text to learn the meaning of new words (e.g., Cain, Oakhill, & Elbro, 2003;Nagy et al, 1985).…”

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The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

Ricketts

Bishop

Pimperton

et al. 2011

Scientific Studies of Reading

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This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated that children showed reliable semantic and orthographic learning. Decoding was the strongest predictor of orthographic learning, indicating that self-teaching via phonological recoding was important for this aspect of word learning. In contrast, oral vocabulary emerged as the strongest predictor of semantic learning.As children's reading skills develop, the reading process provides an opportunity for them to learn new words (e.g., Beck, Perfetti, & McKeown, 1982;Nagy, Herman, & Anderson, 1985). When a new word is encountered in print, a child with basic word reading skills can attempt to translate its written form (orthography) into its spoken form (phonology). This decoding process can form a basis for new visual word forms to be learned (Share, 1995). Further, when an unfamiliar word is read in context, the meaning of this word (lexical-semantics) can often be inferred using information supplied by the surrounding text. Therefore, exposingCorrespondence should be sent to Jessie Ricketts, Department of Psychology and Human Development, Institute of Education, University of London, 25 Woburn Square, London, WC1H OAA, United Kingdom. E-mail: j.ricketts@ioe.ac.uk 48 RICKETTS ET AL.children to novel words in context provides an opportunity for them to learn orthographic and lexical-semantic information, processes we term orthographic and semantic learning, respectively. These aspects of lexical learning have usually been studied separately. Using an adaptation of the self-teaching paradigm (Share, 1999), we investigated the predictors of orthographic and semantic learning in a large group of children aged 7 to 8 years. In particular, we assessed the extent to which phonological recoding (or decoding) during reading predicted each aspect of word learning and explored the hypothesis that distinct component reading and language skills are associated with orthographic and semantic learning.The self-teaching hypothesis (Share, 1995) provides an account of orthographic learning, its main tenet being that the process of successfully decoding (or phonologically recoding) orthographic strings acts as a self-teaching mechanism so that item-specific orthographic representations can be encoded (for similar theories, see Ehri, 2005;Rack, Hulme, Snowling, & Wightman, 1994). To test the self-teaching hypothesis, Share (1999) developed an orthographic learning paradigm in which children decoded nonwords in story contexts and orthographic learning was later assessed using naming, spelling, and orthographic choice posttests. The same study also ...

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Section: Discussionsupporting

confidence: 87%

mentioning

confidence: 95%

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confidence: 95%

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The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

Ricketts

Bishop

Pimperton

et al. 2011

Scientific Studies of Reading

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“…It is not the case that young children learn to read words by contextual guessing, as is clear from a large evidence base. [49][50][51][52] To the contrary, the foundation of learning to read in English is the alphabetic principle and from this, the development of high quality phonological decoding skill. 1,8,9 This provides the means for orthographic learning-the gradual accumulation of orthographic knowledge, via reading experience.…”

Section: Questions To Ask About the Lexical Legacy Hypothesismentioning

confidence: 99%

Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

Nation

2017

npj Science Learn

108

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OPENNurturing a lexical legacy: reading experience is critical for the development of word reading skill Kate Nation 1The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or 'sound out' written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual's experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.

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“…The present report is an attempt to answer these and related questions in a fairly large sample of 361 Cantonese-speaking students in Hong Kong in secondary 1, 3 and 4 between the ages of 13 and 16 years; and a sub-sample of less skilled language and reading comprehenders compared with a sub-sample of skilled comprhenders in Chinese. In our study we posit as important lexical knowledge in the abstract lexicon, which includes what Landi, Perfetti, Bolger, Dunlap, and Foorman (2006) call ''specific word form representations'' to denote orthographic information and the mapping between orthographic and phonological information. Lexical structure refers to the organization of the components of lexical knowledge to facilitate language and reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese

Leong

2008

Read Writ

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The present study adapted the ''Blueprint of the Reader'' in comprehending language by Perfetti [2000, C. M. Brown & P. Hagoort. (Eds.), The neurocognition of language (pp. 167-208). Oxford, UK: Oxford University Press] as a framework for understanding Chinese language and reading comprehension in a group of 361 secondary Forms 1, 3 and 4 Cantonese-speaking Chinese students (mean age of 15 years) in Hong Kong. This framework with some modifications was tested with nine specially designed Chinese language and reading tasks with reasonably high reliability and surface validity. The main hypothesis was that lexical knowledge consisting of derivational morphology; correction of characters, words and sentences; segmentation of text into phrases and sentences; and writing to dictation should explain considerable individual variations, as shown in the English literature. This was tested with component analyses and multiple regression analyses. The total battery accounted for 66.80% of the variation while lexical knowledge alone explained 33.51% of the individual variation in the overall school performance in Chinese reading and writing. The second hypothesis was that subgroups of poor and good language and reading comprehenders in Chinese would be expected to show overlapping yet different component structures and their performance in the individual component tasks would be expected to differ as tested with analyses of variance. The results confirmed this hypothesis. Task analyses of the written protocols of essay writing and of morphological processing (prefixing and suffixing) provided insight into well-formed and poorly formed writing and word formation according to principles of Chinese psycholinguistics and yielded information for theory-based practice.

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The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Cited by 68 publications

References 17 publications

The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese

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