TY - JOUR
T1 - Children reading spoken words
T2 - interactions between vocabulary and orthographic expectancy
AU - Wegener, Signy
AU - Wang, Hua Chen
AU - de Lissa, Peter
AU - Robidoux, Serje
AU - Nation, Kate
AU - Castles, Anne
PY - 2018/5
Y1 - 2018/5
N2 - There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., 'nesh', 'coib'), but no training on another set. The words were assigned spellings that were either predictable from phonology (e.g., nesh) or unpredictable (e.g., koyb). These were subsequently shown in print, embedded in sentences. Reading times were shorter for orally familiar than unfamiliar items, and for words with predictable than unpredictable spellings but, importantly, there was an interaction between the two: children demonstrated a larger benefit of oral familiarity for predictable than for unpredictable items. These findings indicate that children form initial orthographic expectations about spoken words before first seeing them in print. A video abstract of this article can be viewed at: https://youtu.be/jvpJwpKMM3E.
AB - There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., 'nesh', 'coib'), but no training on another set. The words were assigned spellings that were either predictable from phonology (e.g., nesh) or unpredictable (e.g., koyb). These were subsequently shown in print, embedded in sentences. Reading times were shorter for orally familiar than unfamiliar items, and for words with predictable than unpredictable spellings but, importantly, there was an interaction between the two: children demonstrated a larger benefit of oral familiarity for predictable than for unpredictable items. These findings indicate that children form initial orthographic expectations about spoken words before first seeing them in print. A video abstract of this article can be viewed at: https://youtu.be/jvpJwpKMM3E.
UR - http://www.scopus.com/inward/record.url?scp=85023192960&partnerID=8YFLogxK
UR - http://purl.org/au-research/grants/arc/DP150100149
U2 - 10.1111/desc.12577
DO - 10.1111/desc.12577
M3 - Article
VL - 21
SP - 1
EP - 9
JO - Developmental Science
JF - Developmental Science
SN - 1363-755X
IS - 3
M1 - e12577
ER -