Predictors of Orthographic Learning of Regular and Irregular Words

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The aim of this study was to explore the reading and language skills that are associated with orthographic learning and to examine whether the effects of these factors are influenced by word regularity. Grade 2 and 3 children learned the phonology and meaning of novel words and were subsequently exposed to their orthography, with either regular or irregular mappings. At the participant level, phonological decoding skill, orthographic knowledge, and vocabulary knowledge were associated with orthographic learning for both word types. However, at an item level, reading novel words correctly did not directly relate to the successful acquisition of the representations of those novel words. In addition, item-specific vocabulary knowledge was a predictor of success in orthographic learning, but only for irregular words. The findings are discussed in relation to the self-teaching hypothesis (Share, 1995).

LanguageEnglish
Pages369-384
Number of pages16
JournalScientific Studies of Reading
Volume17
Issue number5
DOIs
Publication statusPublished - Sep 2013

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Vocabulary
Learning
Reading
vocabulary
learning
orthography
phonology
regularity
Teaching
Language
school grade
language

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title = "Predictors of Orthographic Learning of Regular and Irregular Words",
abstract = "The aim of this study was to explore the reading and language skills that are associated with orthographic learning and to examine whether the effects of these factors are influenced by word regularity. Grade 2 and 3 children learned the phonology and meaning of novel words and were subsequently exposed to their orthography, with either regular or irregular mappings. At the participant level, phonological decoding skill, orthographic knowledge, and vocabulary knowledge were associated with orthographic learning for both word types. However, at an item level, reading novel words correctly did not directly relate to the successful acquisition of the representations of those novel words. In addition, item-specific vocabulary knowledge was a predictor of success in orthographic learning, but only for irregular words. The findings are discussed in relation to the self-teaching hypothesis (Share, 1995).",
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Predictors of Orthographic Learning of Regular and Irregular Words. / Wang, Hua Chen; Nickels, Lyndsey; Nation, Kate; Castles, Anne.

In: Scientific Studies of Reading, Vol. 17, No. 5, 09.2013, p. 369-384.

Research output: Contribution to journalArticleResearchpeer-review

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