Lexical orthographic knowledge develops from the beginning of literacy acquisition

Martinet, Catherine; Valdois, Sylviane; Fayol, Michel

doi:10.1016/j.cognition.2003.09.002

Cited by 82 publications

(55 citation statements)

References 16 publications

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“…So the children were apparently storing word-specific information, not only recoding via phonology. Martinet, Valdois, and Fayol (2004), in a study on beginners' spelling performance, arrived at the same conclusion. It is noteworthy that their sample of children was receiving systematic phonics instruction.…”

Section: Studysupporting

confidence: 63%

Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency

et al. 2007

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Two studies were conducted across three countries to examine samples of beginning readers without systematic explicit phonics who had reached the same level of word reading accuracy as comparison samples with high and moderate explicit phonics. Had they employed any compensatory learning to reach that level? Four hypotheses of compensatory learning or performance were tested on the samples, all of which represented the lower half of the normative distribution of word reading accuracy. The two samples without explicit phonics received teaching that centered on story text reading and some receptive phonics that arose from this text reading. They did not compensate by relatively greater use of a larger psycholinguistic grain size in the form of rime units. Nor did they compensate by trading off comprehension for text word reading accuracy. In a microtraining study, they showed no compensation in proficiency of initial learning of lexical orthographic representations. For all samples, this initial learning was less effective with spelling than reading training trials. In reading text, the samples without explicit phonics did not compensate by trading off speed for accuracy, or comprehension. On the contrary, they read text faster than the explicit phonics samples. The extra classroom instruction time available to them for text reading, with the consequential extra exposure and practice of word reading, would explain this result.

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Section: Studysupporting

confidence: 63%

Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency

et al. 2007

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“…Interaction between lexical and sublexical information in spelling has been documented in both children (Bosse et al, 2003;Martinet et al, 2004) and adult spellers (e.g., Barry & Seymour, 1988;Folk & Rapp, 2004;Tainturier et al, 2013) of opaque orthographies. However, in opaque orthographies, such as English or French, the high degree of inconsistency in sound-to-spelling mappings induces strong reliance on lexical knowledge in spelling unlike what occurs in more consistent orthographies such as Italian (e.g., Marinelli et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Interestingly, the magnitude of the lexical influence increased with the frequency of the neighbour. Evidence supporting the influence of whole-word lexical processing on pseudoword spelling is also present in studies on typically developing children in both opaque (e.g., Bosse, Valdois, & Tainturier, 2003;Campbell, 1983Campbell, , 1985Martinet, Valdois, & Fayol, 2004) and transparent orthographies (Angelelli, Notarnicola, Marcolini, & Burani, 2014). Bosse and colleagues (2003) dictated pseudowords to French primary school children (from first to fifth grade).…”

mentioning

confidence: 93%

Learning to Spell in a Language with Transparent Orthography: Distributional Properties of Orthography and Whole-Word Lexical Processing

Angelelli

Marinelli

Putzolu

et al. 2017

Quarterly Journal of Experimental Psychology

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According to the dual-route model (DRM) of spelling, two processes operate in parallel: a lexical procedure, which relies on accessing word-specific orthographic memory, and a sublexical route, which relies on exploiting soundto-spelling regularities (e.g., phoneme-grapheme correspondences). Also according to the DRM, pseudoword spelling and consistency effects (words with consistent transcription spelled better than inconsistent ones) are considered markers of the sublexical procedure; inconsistent word spelling and the lexicality effect (words spelled better than pseudowords) together with word frequency effects (high-frequency stimuli spelled better than lowfrequency ones) are markers of the lexical procedure. The two-route view has been implemented in different spelling models (e.g., Barry, 1994;Hillis & Caramazza, 1991;Patterson, 1986;Perry, Ziegler, & Coltheart, 2002) and has received support from behavioural data derived from both adults with and those without spelling disturbances (for a review see Tainturier & Rapp, 2001) and children learning in various orthographic systems. As far as the ontogenetic acquisition of the two procedures is concerned, cross-linguistic studies have indicated that the more regular the writing system the more children rely on sublexical processing (for an English-Italian comparison see Marinelli, Romani, Burani, & Zoccolotti, 2015 AbstractWe examined how whole-word lexical information and knowledge of distributional properties of orthography interact in children's spelling. High-versus low-frequency words, which included inconsistently spelled segments occurring more or less frequently in the orthography, were used in two experiments: (a) word spelling; (b) lexical priming of pseudoword spelling. Participants were 1st-, 2nd-, and 4th-grade Italian children. Word spelling showed sensitivity to the distributional properties of orthography in all children: accuracy in spelling uncommon transcription segments emerged progressively as a function of word frequency and schooling. Lexical priming effects emerged as a function of age. When related primes contained an uncommon segment, 2nd-and 4th-graders preferred uncommon segments than common ones in spelling target pseudowords, thus inverting the response trend found in the control condition. A smaller but significant effect was present in 1st-graders, who, unlike 2nd-and 4th-graders, still preferred common segments, only slightly increasing the use of uncommon ones. A larger priming effect emerged for high-frequency primes than low-frequency ones. Results indicate that children learning to spell in a transparent orthography are sensitive to the distributional properties of the orthography. However, whole-word lexical representations are also used, with larger effects in more skilled pupils.

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“…There is also evidence that children are sensitive to lexical variables, such as word frequency, in the very early stages of spelling. Martinet, Valdois, and Fayol (2004), for example, reported that, after only 3 months of literacy instruction, firstgrade French children spelled explicitly taught irregular graphemes-those whose spelling cannot be derived from a simple phoneme-to-letter mapping strategy-more accurately when they appeared in words that occurred frequently in their reading scheme than in words that occurred infrequently.…”

Section: Introductionmentioning

confidence: 97%

Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development

Caravolas

Kessler

Hulme

et al. 2005

Journal of Experimental Child Psychology

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Lexical orthographic knowledge develops from the beginning of literacy acquisition

Cited by 82 publications

References 16 publications

Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency

Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency

Learning to Spell in a Language with Transparent Orthography: Distributional Properties of Orthography and Whole-Word Lexical Processing

Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development

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