Word regularity affects orthographic learning

Hua Chen Wang*, Anne Castles, Lyndsey Nickels

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

29 Citations (Scopus)


Share's self-teaching hypothesis proposes that orthographic representations are acquired via phonological decoding. A key, yet untested, prediction of this theory is that there should be an effect of word regularity on the number and quality of word-specific orthographic representations that children acquire. Thirty-four Grade 2 children were exposed to the sound and meaning of eight novel words and were then presented with those words in written form in short stories. Half the words were assigned regular pronunciations and half irregular pronunciations. Lexical decision and spelling tasks conducted 10 days later revealed that the children's orthographic representations of the regular words appeared to be stronger and more extensive than those of the irregular words.

Original languageEnglish
Pages (from-to)856-864
Number of pages9
JournalQuarterly Journal of Experimental Psychology
Issue number5
Publication statusPublished - May 2012


Dive into the research topics of 'Word regularity affects orthographic learning'. Together they form a unique fingerprint.

Cite this