The role of phonology in incidental vocabulary acquisition during silent reading

Brusnighan, Stephen M.; Morris, Robin K.; Folk, Jocelyn R.; Lowell, Randy

doi:10.1080/20445911.2014.965713

Cited by 13 publications

(14 citation statements)

References 62 publications

(101 reference statements)

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“…The availability of phonology can also be manipulated by changing the characteristics of the novel words. In the studies reviewed in this section, all of the words were taught in the same learning environment, and the critical manipulation was how well the phonological codes of the novel words aligned with the learners' expectations or existing knowledge (e.g., Bartolotti & Marian, 2017Brusnighan, Morris, Folk, & Lowell, 2014;Burt & Blackwell, 2008;Burt & Butterworth, 1996;Hamada & Koda, 2008;Howland & Liederman, 2013;McKague, Davis, Pratt, & Johnston, 2008;McKay, Davis, Savage, & Castles, 2008;Taylor et al, 2011). Orthographic learning should improve when the learners' knowledge coincides with the sublexical mappings between orthography and phonology in the novel words.…”

Section: Words With Predictable Phonological Codes Are Learned Bettermentioning

confidence: 99%

“…Beyond sublexical mappings, the familiarity of phonological representations at the lexical level also influences orthographic learning. Brusnighan et al (2014) investigated how adults learn novel pseudohomophonic (e.g., skwosh has the same pronunciation as squash, but was defined as a type of musical instrument) and non-pseudohomophonic words embedded in L1 sentences. This is another approach to avoiding the confound between phonological and orthographic regularities, since all of the novel words were orthographically legal and the two conditions were balanced for orthographic regularity.…”

Section: Words With Predictable Phonological Codes Are Learned Bettermentioning

confidence: 99%

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The role of phonology during visual word learning in adults: An integrative review

Meade

2019

Psychon Bull Rev

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Throughout their lifetime, adults learn new words in their native lannguage, and potentially also in a second language. However, they do so with variable levels of success. In the auditory word learning literature, some of this variability has been attributed to phonological skills, including decoding and phonological short-term memory. Here I examine how the relationship between phonological skills and word learning applies to the visual modality. I define the availability of phonology in terms of (1) the extent to which it is biased by the learning environment, (2) the characteristics of the words to be learned, and (3) individual differences in phonological skills. Across these three areas of research, visual word learning improves when phonology is made more available to adult learners, suggesting that phonology can facilitate learning across modalities. However, the facilitation is largely specific to alphabetic languages, which have predictable sublexical correspondences between orthography and phonology. Therefore, I propose that phonology bootstraps visual word learning by providing a secondary code that constrains and refines developing orthographic representations. Keywords Adult word learning. Orthographic processing. Phonological recoding. Lexical quality Adults continually learn new words in their native language (L1), and possibly also in a second language (L2), making vocabulary one of the few aspects of language that continues to expand throughout the lifespan (e.g., Ramscar, Hendrix, Shaoul, Milin, & Baayen, 2014; Verhaeghen, 2003). Establishing a rich vocabulary is a key prerequisite for success in areas as varied as reading comprehension, syntax development, and foreign language proficiency (e.g., Meschyan & Hernandez, 2002; Ricketts, Nation, & Bishop, 2007). Whereas learning new words comes easy to some, it is a challenge for others, and the factors that underlie this variability remain poorly understood. Building on the growing evidence that strong phonological abilities improve the acquisition of new auditory word forms (e.g.

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Section: Words With Predictable Phonological Codes Are Learned Bettermentioning

confidence: 99%

Section: Words With Predictable Phonological Codes Are Learned Bettermentioning

confidence: 99%

The role of phonology during visual word learning in adults: An integrative review

Meade

2019

Psychon Bull Rev

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“…Critically, in terms of meaning accuracy on the multiple-choice memory test, the initial meaning of the novel target was chosen by participants more often than the meaning from the second session. This adds to the literature suggesting that it is possible for meaning to begin to be acquired, to some extent, during the initial encounter of a novel word in context (e.g., Brusnighan et al, 2014;Chaffin et al, 2001;, 2017Williams & Morris, 2004). At the same time, it also supports the notion that additional exposure to a new word in meaning-consistent contexts serves to strengthen the mental representation (e.g., Bolger et al, 2008;Fukkink et al, 2001;Jenkins et al, 1984;Pagán & Nation, 2019), while also potentially leaving the representation vulnerable to influence if the new word is subsequently encountered with more drastically different meaning information.…”

Section: Discussionmentioning

confidence: 67%

“…V ocabulary growth in students (from elementary school through college) benefits from direct instruction in school, but by adulthood, direct instruction has typically ceased. However, vocabulary knowledge continues to grow throughout adulthood (e.g., Brusnighan, Morris, Folk, & Lowell, 2014;Eskenazi, Swischuk, Folk, & Abraham, 2018;Landauer & Dumais, 1997;Long & Shaw, 2000). Thus, there must be some other source of vocabulary learning.…”

Section: Introductionmentioning

confidence: 99%

Impact of Informative Context’s Meaning Consistency During Incidental Vocabulary Acquisition

Lowell

Pender

Binder

2020

Reading Research Quarterly

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The authors examined the influence of context meaning consistency on incidental vocabulary acquisition during reading. Context meaning consistency refers to informational context that reflected the same meaning (i.e., consistent) or different meanings (i.e., inconsistent) across two self‐paced reading sessions for a given item (both sessions on the same day). The first sentence of each sentence‐pair item contained informational context, and the second sentence contained a target word (novel target or known control). Acquisition was assessed via surprise memory tests given right after the reading sessions (immediate) and again approximately a week later (delayed). Inconsistent context was generally associated with inflated reading times and less recall than consistent context, and retention was particularly low when the first encounter with the novel target was during the second reading session. Self‐paced reading times were also particularly inflated in the second reading session for items in which readers encountered the novel word version of the target for the first time (i.e., known control encountered during the first reading session instead). Acquisition was facilitated most for novel targets that were presented during both reading sessions in consistent meaning context, but suffered the most in the case of consistent context and the novel target initially encountered in the second session. When presented with different meanings for the same novel target across self‐paced reading sessions (inconsistent context condition), the intended meaning for the initial presentation was more likely to remain in memory.

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“…If reading results in the acquisition of grammar, more reading can be integrated into a curriculum instead of more grammar study. Many studies have demonstrated the effects of reading on language acquisition and vocabulary knowledge (Brusnighan, Morris, Folk, & Lowell, 2014;Li, Constance, & Cho, 2017;Omer, 2014), but only a few studies have discussed the benefits of reading on grammatical competence. Rodrigo (2006) showed that reading with a focus on meaning helped intermediate students acquire grammar incidentally.…”

Section: Introductionmentioning

confidence: 99%

The Robustness of Incidental Grammar Acquisition through Reading

Ponniah¹

2018

The Journal of AsiaTEFL

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The role of phonology in incidental vocabulary acquisition during silent reading

Cited by 13 publications

References 62 publications

The role of phonology during visual word learning in adults: An integrative review

The role of phonology during visual word learning in adults: An integrative review

Impact of Informative Context’s Meaning Consistency During Incidental Vocabulary Acquisition

The Robustness of Incidental Grammar Acquisition through Reading

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