Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words

Pacton, Sébastien; Borchardt, Gaëlle; Treiman, Rebecca; Lété, Bernard; Fayol, Michel

doi:10.1080/17470218.2013.846392

Cited by 40 publications

(32 citation statements)

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“…In Experiment 1, as in some previous studies (Pacton et al, 2014;2013), participants read nonwords in texts without instruction to learn their spellings. In Experiment 2, we asked what happens when participants are explicitly asked to learn the items' spellings.…”

Section: Discussionmentioning

confidence: 99%

“…Several recent studies have tested the idea that people's knowledge of graphotactic regularities influences their spelling by examining how they learn and remember novel spellings that they read in texts (Pacton, Borchardt, Treiman, Lété, & Fayol, 2014;Pacton, Sobaco, Fayol, & Treiman, 2013). Such tasks are well suited to investigate the learning of spelling and vocabulary, and they allow strict control over how often participants see each item (Burt & Fury, 2000;Brusnighan & Folk, 2012;Nation, Angell, & Castles, 2007;Share, 2004).…”

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The influence of graphotactic knowledge on adults’ learning of spelling

et al. 2014

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Three experiments investigated whether and how the learning of spelling by French university students is influenced by the graphotactic legitimacy of the spellings. Participants were exposed to three types of novel spellings: AB, which do not contain doublets (e.g., guprane); AAB, with a doublet before a single consonant, which is legitimate in French (e.g., gupprane); and ABB, with a doublet after a single consonant, which is illegitimate (e.g., guprrane). In Experiment 1, the nonwords were embedded within texts that participants read for meaning. In Experiment 2, participants read the nonwords in isolation, with or without instruction to memorize their spellings; they copied the nonwords in Experiment 3. In all of these conditions, AB and AAB spellings were learned more readily than ABB spellings. Although participants were highly knowledgeable about the illegitimacy of ABB spellings, the orthographic distinctiveness of these spellings did not make them easier to recall than legitimate spellings. When recalling ABB spellings, participants sometimes made transposition errors, doubling the wrong consonant of a cluster (e.g., spelling gupprane instead of guprrane). Participants almost never transposed the doubling for AAB items. Transposition errors, biased in the direction of replacing illegitimate with legitimate orthographic patterns, show that graphotactic knowledge influences memory for specific items. An analysis of the spellings produced in the copy phase and final recall test of Experiment 3 further suggests that transposition errors resulted not so much from reconstructive processes at the time of recall but from reconstructive processes or inefficient encoding at earlier points.

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Section: Discussionmentioning

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The influence of graphotactic knowledge on adults’ learning of spelling

et al. 2014

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“…In doing so, we demonstrated that Silex could be used to investigate how statistical learning (e.g., Negro, Bonnotte, & Lété, 2014) and grain-size theory (e.g., Ziegler & Goswami, 2005) apply to spelling (see also Treiman & Kessler, 2014). That is, Silex can be used to explore the effects of letter frequency (e.g., Pacton, Borchardt, Treiman, Lété, & Fayol, 2014) and preceding orthographic context (e.g., Pacton, Fayol, & Perruchet, 2005;Treiman, Kessler, & Bick, 2002) because it provides unconditional-and conditionalconsistency indices for silent-letter endings. In sum, the richness of the information provided in Silex is such that it should enable researchers to test a number of specific hypotheses about spelling acquisition and skilled performance.…”

Section: Introductionmentioning

confidence: 94%

Silex: A database for silent-letter endings in French words

Gingras

Sénéchal

2016

Behav Res

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Silent-letter endings are often claimed to be a major source of inconsistency in the French orthography. In this report, we introduce Silex, a database designed to facilitate the study of spelling performance in general, and silent-letter endings in particular. It was derived from two large and recent corpora based on child-and adult-targeted material. Silex consists of three kinds of Excel workbooks: a set of Stimuli Selector workbooks that allow researchers to select words based on a variety of statistics and word characteristics; a Table Generator workbook that allows researchers to build consistency distribution tables by selecting specific phonological or orthographic units; and a Master File workbook, from which all statistics were derived, and that allows researchers to compute other statistics. Silex is different from existing databases in the manner that silent-letter endings were coded and how consistency indices were computed. Importantly, Silex provides unconditional-and conditional-consistency indices for silent-letter endings. To demonstrate the utility of Silex, we first described the silent-letter phenomenon in French. We found that, at minimum, 28 % of French words end with a silent letter. Moreover, silent-letter endings are usually t, e, s, x, or d, and the occurrence of these letters is conditioned by the phonological ending of words. Second, we showed how Silex could prove useful for the development of theoretical models and for empirical studies. The novel information provided in Silex as well as the flexibility of this database should enable researchers to advance our understanding of developing and skilled spelling performance.

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“…hart instead of heart). Additional evidence for the influence of sub-lexical orthographic regularities on the memorisation of novel orthographic representations was recently uncovered by Pacton and colleagues by using an incidental learning paradigm (Pacton, Borchard, Treiman, Lété, & Fayol, 2013; see also Sobaco, Treiman, Peereman, Borchardt, & Pacton, 2015). Adult readers had to read a text that contained a target nonword whose spelling could be more or less frequent according to French orthography.…”

Section: Sub-components Of Orthographic Processing Skills and Their Rmentioning

confidence: 99%

Investigating lexical and sub‐lexical orthographic processing skills in French 3rd and 5th graders

Commissaire

Besse

2019

Journal Research in Reading

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Background Whether lexical and sub‐lexical orthographic skills relate to each other and to reading was investigated in French 3rd and 5th graders. Methods Two homophone choice tasks were constructed (1) by manipulating the frequency of words sub‐lexical features (choose the correct spelling in boat ‐ bacht vs yacht ‐ yoat) and (2) by matching items on their sub‐lexical properties (beach ‐ beech). More, two orthographic choice tasks measured (1) sensitivity to legal versus illegal sub‐lexical patterns (rouve ‐ rouvve) and (2) distributional probabilities (doat ‐ dacht). Regular, irregular and pseudoword reading were assessed. Results/Conclusions On the one hand, performances were higher for words with more frequent sub‐lexical features, in favour of an impact of both lexical and sub‐lexical skills in the homophone choice task. This effect was however significant in the grade 3 group only, revealing stronger reliance on sub‐lexical orthographic knowledge during lexical retrieval in the younger group only. On the other hand, performances on orthographic choice tasks improved with grade and revealed to be higher for the task involving all‐or‐none patterns compared with that involving distributional probabilities. Regarding the relationships between this set of measures, the data revealed that the purer measure of lexical orthographic skills significantly correlated with sub‐lexical skills and irregular word reading; yet none of the measures that involved sub‐lexical orthographic skills correlated with reading.

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Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words

Cited by 40 publications

References 40 publications

The influence of graphotactic knowledge on adults’ learning of spelling

The influence of graphotactic knowledge on adults’ learning of spelling

Silex: A database for silent-letter endings in French words

Investigating lexical and sub‐lexical orthographic processing skills in French 3rd and 5th graders

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