Instability of children's reading errors in bisyllabic words: The role of context-sensitive spelling rules

Steenbeek-Planting, E.G.; Bon, W.H.J. van; Schreuder, Robert

doi:10.1016/j.learninstruc.2013.01.004

Cited by 24 publications

(2 citation statements)

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“…For a word the reader has never seen, the reader recodes—i.e., produces pronunciations for letter units—and uses the resulting spelling pronunciation to locate a phonological entry in the lexicon (Elbro, de Jong, Houter, & Nielsen, 2012). This means that low-frequency words are more likely to require recoding than high frequency words, a fact that explains word frequency (i.e., surface frequency for derived words) effects in studies of children’s reading accuracy (e.g., Carlisle & Katz, 2006; Deacon, Whalen, & Kirby, 2011; Goodwin et al, 2013; Steenbeek-Planting, van Bon, & Schreuder, 2013, in Dutch; Waters, Seidenberg, & Bruck, 1984). This also explains word frequency interactions in which word or child characteristics only affect accuracy for low-frequency words (e.g., Waters et al, 1984).…”

Section: Lexical Access In Polysyllabic Word Readingmentioning

confidence: 99%

How elementary-age children read polysyllabic polymorphemic words.

Kearns¹

2015

Journal of Educational Psychology

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Developing readers of English appear to favor phonograms over grapheme-phoneme correspondences (GPCs) to read unknown words. For polysyllabic polymorphemic (PSPM) words, the morphophonemic nature of English means elementary-age children may focus on roots and affixes. Does developing readers' PSPM word reading accuracy relate to the morphological units, the nonmorphological, or both? In this study, 3rd and 4th graders (N = 202) read PSPM words (N = 45). and models were constructed to answer this question. A nonmorphological polysyllabic model showed a main effect of phonological awareness; a Vocabulary Size X Word Frequency interaction, with larger vocabularies improving accuracy for low-frequency words; and a GPC Knowledge X Word Frequency interaction, with a slight negative GPC knowledge effect for all but low-frequency words. A polymorphemic model showed main effects of word-specific root word knowledge, general root word reading, vocabulary, and word frequency. A Morphological Awareness X Morphological Transparency interaction showed morpholog ical awareness affected accuracy for shift words more than transparent ones. In a combined model, effects were the same, except GPC knowledge positively affected accuracy for very low-frequency words, vocabulary and frequency had only main effects, and a bigram frequency effect was found. The polysyllabic model reduced child and item variance by 45% and 43%, respectively; the polymorphemic model by 62% and 67%; and the combined model by 69% and 69%. The results suggest that elementary-age developing readers rely on morphological information to read PSPM words. Implications for models of reading and reading intervention are discussed.

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Section: Lexical Access In Polysyllabic Word Readingmentioning

confidence: 99%

How elementary-age children read polysyllabic polymorphemic words.

Kearns¹

2015

Journal of Educational Psychology

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“…In order to improve reading fluency, they therefore might need feedback which helps them gain speed, rather than feedback on correctness alone. Even though accuracy in beginning readers of Dutch is rather high, the errors that are made are unstable (i.e., different rather than the same words are read incorrectly while read repeatedly) (Steenbeek-Planting, van Bon, & Schreuder, 2013 ). In all, in these repeated word reading studies, there was little or no transfer to untrained items.…”

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confidence: 99%

The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade

Gorp

Segers

2016

Ann. of Dyslexia

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The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills.

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Developmental Dyslexia in Dutch

Verhoeven

2019

Developmental Dyslexia Across Languages and Writing Systems

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Instability of children's reading errors in bisyllabic words: The role of context-sensitive spelling rules

Cited by 24 publications

References 51 publications

How elementary-age children read polysyllabic polymorphemic words.

How elementary-age children read polysyllabic polymorphemic words.

The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade

Developmental Dyslexia in Dutch

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