An evaluation of spelling pronunciations as a means of improving spelling of orthographic markers

Thaler, Verena; Landerl, Karin; Reitsma, P. H.

doi:10.1007/bf03173137

Cited by 8 publications

(5 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An early study by Drake and Ehri (1984) found an advantage for practising spelling pronunciations (called "careful pronunciations") over standard pronunciation in 10-year-olds as a means of learning to spell words correctly. Similar positive effects of learning spelling pronunciations on spelling irregular words have been reported more recently by Hilte, Bor, and Reitsma (2005), Hilte and Reitsma (2006), and Thaler, Landerl, and Reitsma (2008).…”

Section: Spelling Pronunciations In the Mental Lexiconsupporting

confidence: 86%

Orthographic learning is verbal learning

Elbro

Jong

2017

Studies in Written Language and Literacy

View full text Add to dashboard Cite

Looking depends on what we know about the things we look at. The novice botanist may look at a broken twig, while the zoologist sees an insect "walking stick". Similarly, looking at letters in a foreign alphabet is looking at squiggles, whereas looking at familiar letters is looking at sounds, because that is what the letters stand for. Learning to decode written words is learning to see through the written letters and activate the sounds and words that they represent. In this chapter we explore what this way of looking can tell one about reading words and learning to read words. We simply consider learning to read as a kind of verbal learning, i.e. learning new phonological material, and we explore how this new material is used to access existing words in the reader's mental lexicon. This section presents a brief overview of the chapter.For beginning readers, deciphering written words is a slow and effortful process as they lack the orthographic knowledge to identify words immediately from their written form (as "sight words"). As a result, beginning readers depend on phonological re-coding (Figure 1). That is, beginning readers have to associate the individual letters with their standard sounds in a serial manner and somehow attempt to connect the resulting string of sounds to an existing spoken word (phonological representation) in their vocabulary (

show abstract

Section: Spelling Pronunciations In the Mental Lexiconsupporting

confidence: 86%

Orthographic learning is verbal learning

Elbro

Jong

2017

Studies in Written Language and Literacy

View full text Add to dashboard Cite

show abstract

“…The critical finding was that normally reading first graders were sensitive to the change of letters, whereas the dyslexic third graders were not. A specific difficulty to store the letter sequences of words is also suggested by the limited success of studies from our lab which attempted to improve the spelling performance of dyslexic children by inducing the use of spelling pronunciations (Landerl, Thaler, & Reitsma, in press; Thaler, Landerl, & Reitsma, in press).…”

Section: Discussionmentioning

confidence: 99%

A dual-route perspective on poor reading in a regular orthography: Evidence from phonological and orthographic lexical decisions

Bergmann

Wimmer

2008

Cognitive Neuropsychology

106

100

View full text Add to dashboard Cite

Impairments of the lexical and the nonlexical reading route were examined for German-speaking dyslexic readers by measuring accuracy and speed of phonological and orthographic lexical decisions. Different from English-based findings, we found little difficulty with the phonological distinction between pseudohomophones and nonwords, but a major difficulty with the orthographic distinction between words and pseudohomophones. Subtyping identified pure surface dyslexia cases but no case of pure phonological dyslexia. Dyslexic speed impairments were traced to three loci in the dual-route model: an impoverished orthographic lexicon, and slow access from orthographic to phonological lexicon entries (lexical route) and from graphemes to phonemes (nonlexical route). A review of distal cognitive deficits suggested that the orthographic lexicon is affected by phonological deficits and that the slow functioning of the lexical and the nonlexical route reflects a general visual-verbal speed impairment and not a purely visual-attentional deficit.

show abstract

“…This conclusion not only concerns the spelling of Dutch strange words, it is equally applicable to other alphabetic languages, including English (see Holmes & Malone, 2004). In all written languages in which the spelling of words deviates from the prototypical phoneme-grapheme relations, it is possible to apply the strategy of regularized reading (for an example from the German language, see Thaler & Landerl, 2005)…”

Section: Discussionmentioning

confidence: 99%

Learning the spelling of strange words in Dutch benefits from regularized reading.

Bosman¹,

Hell²

2006

Journal of Educational Psychology

View full text Add to dashboard Cite

In 2 experiments, the authors tested the effect of 2 types of reading on the spelling memory of strange or sound-spelling inconsistent words in Dutch students with and without learning disabilities: standard reading and regularized reading. Standard reading refers to reading the word the way it has to be read. Regularized reading refers to reading a sound-spelling inconsistent word as if it is sound-spelling consistent. In Experiment 1, both groups showed a short-term effect. Shortly after training, all students who participated in the regularized-reading condition showed better spelling performance than students who took part in a standard-reading condition. One week after training, spelling knowledge of students without learning disabilities appeared to be more stable than that of students with learning disabilities. In Experiment 2, only students with learning disabilities participated. The results reveal that more training substantially enhanced spelling performance in the long term, and repetition of the regularized word was even more effective. A recurrent network account served as the guiding principle to explain the results.

show abstract

An evaluation of spelling pronunciations as a means of improving spelling of orthographic markers

Cited by 8 publications

References 22 publications

Orthographic learning is verbal learning

Orthographic learning is verbal learning

A dual-route perspective on poor reading in a regular orthography: Evidence from phonological and orthographic lexical decisions

Learning the spelling of strange words in Dutch benefits from regularized reading.

Contact Info

Product

Resources

About