The nature of orthographic learning in self-teaching: Testing the extent of transfer

Tucker, Rebecca; Castles, Anne; Laroche, Annie; Deacon, S. Hélène

doi:10.1016/j.jecp.2015.12.007

Cited by 38 publications

(44 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For both word types an increase in spelling speed RT2 (time between the first pressed key and the pressing of "Enter") was found. It seems that the participants were only able to use their acquired knowledge during training for analogy spelling in order to spell comparable untrained loan words more accurately (e.g., Tucker et al, 2016), but they did not implicitly acquire a spelling rule from the training (Hilte & Reitsma, 2008, 2011b. The increase in spelling speed for rule-based words might indicate that words for which a spelling rule had already been acquired were spelled with higher automaticity (Perfetti, 1992(Perfetti, , 2017.…”

Section: Discussionmentioning

confidence: 99%

“…Besides explicit teaching of spelling rules, sensitivity to the statistical properties of a language can also lead to implicit abstraction of rules for certain spelling conventions (Deacon, Conrad, & Pacton, 2008;Kemp & Bryant, 2003;Steffler, 2001). For transfer to untrained loan words, children can make use of analogy by applying already existing lexical knowledge in order to spell unfamiliar words correctly, such as spelling panic based on manic (Bosse, Valdois, & Tainturier, 2003;Tucker, Castles, Laroche, & Deacon, 2016).…”

Section: Learning To Spellmentioning

confidence: 99%

See 1 more Smart Citation

The Efficiency of Briefly Presenting Word Forms in a Computerized Repeated Spelling Training

Gruhn

Segers

2019

Reading & Writing Quarterly

View full text Add to dashboard Cite

We investigated the efficiency of briefly presenting word forms (visual dictation) over and above word copying in 5 computerized repeated spelling training sessions of Dutch rule-based and loan words in advanced spellers in primary school. Using repeated measures analyses of variance, we compared the effects of 2 spelling feedback conditions in a between-subjects pretest/posttest control group design on growth in spelling accuracy and speed for trained and comparable untrained words. Children in the visual dictation condition (n ¼ 29) had to spell a word from memory after briefly seeing the correct form, whereas children in the word copying condition (n ¼ 30) just had to copy the correct form. In an additional control condition (n ¼ 31), children only received feedback on correctness. We assessed improvement in the reading of trained words and in the reading and spelling of comparable untrained words via pre-and posttest. By the end of the training, children in the visual dictation condition outperformed the control group on spelling accuracy of both rule-based words and loan words (both ps < .001), whereas the word copying group only did so for loan words (p < .001). In contrast to the control group, the word copying group caught up with the visual dictation group on both word types; however, children in the visual dictation group attained higher spelling accuracy earlier during training. We found no differential transfer effects. We can thus conclude that visual dictation was the most efficient way of memorizing spelling representations of both rule-based words and loan words.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Learning To Spellmentioning

confidence: 99%

The Efficiency of Briefly Presenting Word Forms in a Computerized Repeated Spelling Training

Gruhn

Segers

2019

Reading & Writing Quarterly

View full text Add to dashboard Cite

show abstract

“…As such, we were keen to evaluate whether children might transfer their learning of one word to aid their processing of novel related words-a first step in evaluating whether orthographic learning is strictly word-specific as previously suggested (Tucker, Castles, LaRoche & Deacon, 2016). To do so, we built on the traditional self-teaching paradigm wherein children were asked to read short stories with nonwords embedded in the text, then tested their orthographic learning using an orthographic choice task (see Nation, Angells, & Castles, 2007;Share, 1999;Wang, Castles, Nickels, & Nation, 2011).…”

Section: The Interaction Between Morphological and Orthographic Factomentioning

confidence: 99%

The role of metalinguistic and socio-cognitive factors in reading skill

Deacon¹,

Tucker²,

Bergey³

2017

Developmental Perspectives in Written Language and Literacy

Self Cite

View full text Add to dashboard Cite

We present here a review of recent research on the role of metalinguistic and socio-cognitive factors in reading skill. We first review research how morphological awareness and orthographic processing impact the acquisition of reading skill. We show that the first might account for change over time, and the second may not. We then turn to our new studies examining the interplay between these two factors in reading development. In each of these domains, we test predictions of theories of reading development. Finally, we turn to research on a very different set of variables, which we term socio-cognitive. We explore the factors that support academic outcomes for university students with a history of reading difficulties, including the role of a range of coping strategies and support services. Together, we hope that this review inspires new inquiry into understanding the factors that underlie successful reading acquisition. Key words: morphology, orthography, students with a history of reading difficulties We review here recent research on the role of metalinguistic and socio-cognitive factors in reading skill. This is a joint effort with two young researchers, and we focus primarily, though not exclusively, on research from our lab. Together, we describe collaborative research that has allowed us to explore learning across various domains and developmental stages.

show abstract

“…The theory states that through reading, orthographic skills and reading skills are self-taught with practice. Some of the key literature in this area over the years has been [31,17,32,33,34,35]. It is therefore important to study the reading materials that are supplied to children in the first years of their schooling.…”

Section: Introductionmentioning

confidence: 99%

5th Workshop on Child Computer Interaction (WOCCI 2016)

2016

View full text Add to dashboard Cite

This work is part of a larger effort about understanding the effects of didactic materials on acquisition of reading and writing. In this paper, the focus is on progression in primers (beginner readers). Texts are analyzed in terms of complexity, as measured by entropy between letters and phonemes, from the point of view of reading or writing that text. The assumption is that a good teaching text would start low and increase gradually in complexity. At the same time, languages have different requirements on progression depending on their orthographic depth. The goal of this work is to compare readers in various languages for the beginning stages of reading skill acquisition. We show that there is a difference in difficulty across languages and a large span of approaches in primers of approaching this final difficulty.

show abstract

The nature of orthographic learning in self-teaching: Testing the extent of transfer

Cited by 38 publications

References 23 publications

The Efficiency of Briefly Presenting Word Forms in a Computerized Repeated Spelling Training

The Efficiency of Briefly Presenting Word Forms in a Computerized Repeated Spelling Training

The role of metalinguistic and socio-cognitive factors in reading skill

5th Workshop on Child Computer Interaction (WOCCI 2016)

Contact Info

Product

Resources

About