The role of phonological recoding in orthographic learning

Kyte, Christiane S.; Johnson, Carla J.

doi:10.1016/j.jecp.2005.09.003

Cited by 107 publications

(116 citation statements)

References 42 publications

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“…Also, orthographic learning was associated with decoding as measured by an independent standardized test of nonword reading (TOWRE; Torgesen et al, 1999). This replicates a number of previous studies (Bowey & Miller, 2007;Cunningham, 2006;Cunningham et al, 2002;Kyte & Johnson, 2006;Nation, Angell, et al, 2007;Share, 1999) and is consistent with the self-teaching hypothesis, which assumes that orthographic learning occurs as a result of successful decoding attempts (Share, 1995).…”

Section: Discussionsupporting

confidence: 90%

“…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 provided support for the self-teaching hypothesis by demonstrating that decoding skill predicted orthographic learning, a finding that has been well replicated (Bowey & Miller, 2007;Cunningham, 2006;Cunningham, Perry, Stanovich, & Share, 2002;Kyte & Johnson, 2006;Nation, Angell, & Castles, 2007;Share, 1999). After controlling for the variance explained by decoding, indices of existing orthographic knowledge such as performance on orthographic choice tasks also predicted unique variance in orthographic learning (Cunningham, 2006;Cunningham et al, 2002; although see Bowey & Miller, 2007).…”

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confidence: 62%

“…First, evidence that decoding LEARNING ASPECTS OF NEW WORDS 51 skills predict orthographic learning (Bowey & Miller, 2007;Cunningham, 2006;Cunningham et al, 2002;Kyte & Johnson, 2006;Nation, Angell, et al, 2007;Share, 1999) led to the hypothesis that individual differences in the ability to decode nonwords would be associated with orthographic learning performance. However, it was expected that existing orthographic knowledge (as indexed by word reading ability) might emerge as a stronger predictor of orthographic learning (Cunningham, 2006;Cunningham et al, 2002).…”

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confidence: 99%

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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: 90%

mentioning

confidence: 62%

mentioning

confidence: 99%

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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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“…Interestingly, the current results suggest a slightly different interpretation for the findings of de Jong et al (2009) and similar studies on orthographic learning (Kyte & Johnson, 2006;Share, 1999). In these studies, children performed a lexical decision task.…”

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confidence: 85%

Lexical Decision in Children: Sublexical Processing or Lexical Search?

Boer

Jong

Meeteren

2012

Quarterly Journal of Experimental Psychology

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.Lexical decision in children: Sublexical processing or lexical search? Length effects in the lexical decision latencies of children might indicate that children rely on sublexical processing and essentially approach the task as a naming task. We examined this possibility by means of the effects of neighbourhood size and articulatory suppression on lexical decision performance. Sixty-six beginning and 62 advanced readers performed a lexical decision task in a standard, articulatory suppression, or tapping condition. We found length effects on words and nonwords in the children's lexical decisions. However, the effects of neighbourhood size were similar to those reported for adult lexical decisions, rather than the effects previously found in children's naming. In addition, no effect was found of articulatory suppression. Both findings suggest that, despite clear length effects, children do not adopt a naming task approach but, like adults, base lexical decisions mainly on a lexical search. These results pose a challenge for several computational models of reading.

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“…La hipótesis de la recodificación fonológica como mecanismo autodidacta ha sido testeada en ortografías transparentes, como el hebreo (Share, 1999(Share, , 2004Share & Shalev, 2004), y en ortografías opacas, como el inglés (Bowey & Miller, 2007;Bowey & Muller, 2005;Cunningham, 2006;Cunningham, Perry, Stanovich, & Share, 2002;Kyte & Johnson, 2006;Nation, Angell & Castles, 2007), con resultados que otorgan sustento empírico a la hipótesis propuesta por Share. No fue posible identificar, sin embargo, trabajos en español que presenten estudios empleando el paradigma experimental de Share.…”

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Recodificación Fonológica y Formación de Representaciones Ortográficas en Español

Ferroni¹,

Diuk²

2014

Psykhe (Santiago)

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El objetivo del estudio fue explorar si la recodificación fonológica de palabras actúa como mecanismo de aprendizaje de su forma ortográfica en español. Por medio de una muestra intencional, 46 niños que cursaban el 3er año de escolaridad primaria en un colegio de Buenos Aires participaron de un estudio experimental: debían leer narraciones breves con pseudopalabras meta, las que incluían algún fonema que puede ser codificado mediante más de un grafema en el sistema ortográfico del español (/b/ como o como ); 2 días después los niños se sometían a un post-test para verificar si se había producido aprendizaje ortográfico. Se calcularon estadísticos descriptivos y contrastes entre medias (pruebas de Wilcoxon y Friedman). Los resultados generales arrojaron evidencia a favor de la hipótesis de la recodificación fonológica como mecanismo de autoaprendizaje. Sin embargo, un análisis por ítem reveló que, en los casos en que la pseudopalabra incluye un grafema no dominante con una amplia diferencia de frecuencia con respecto al grafema dominante (/s/ como o como), la lectura no constituye un mecanismo suficiente para formar la representación ortográfica correspondiente.

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The role of phonological recoding in orthographic learning

Cited by 107 publications

References 42 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

Lexical Decision in Children: Sublexical Processing or Lexical Search?

Recodificación Fonológica y Formación de Representaciones Ortográficas en Español

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