Orthographic facilitation in oral vocabulary acquisition

Jessie Ricketts*, Dorothy V.M. Bishop, Kate Nation

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    65 Citations (Scopus)


    An experiment investigated whether exposure to orthography facilitates oral vocabulary learning. A total of 58 typically developing children aged 8-9 years were taught 12 nonwords. Children were trained to associate novel phonological forms with pictures of novel objects. Pictures were used as referents to represent novel word meanings. For half of the nonwords children were additionally exposed to orthography, although they were not alerted to its presence, nor were they instructed to use it. After this training phase a nonword-picture matching posttest was used to assess learning of nonword meaning, and a spelling posttest was used to assess learning of nonword orthography. Children showed robust learning for novel spelling patterns after incidental exposure to orthography. Further, we observed stronger learning for nonword-referent pairings trained with orthography. The degree of orthographic facilitation observed in posttests was related to children's reading levels, with more advanced readers showing more benefit from the presence of orthography.

    Original languageEnglish
    Pages (from-to)1948-1966
    Number of pages19
    JournalQuarterly Journal of Experimental Psychology
    Issue number10
    Publication statusPublished - 9 Oct 2009


    • Development
    • Learning
    • Orthography
    • Reading
    • Vocabulary acquisition


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