“…The self‐teaching hypothesis is one of the most influential theories in explaining how orthographic learning happens (Share, 1995). Since Share's (1999) pioneer work in Hebrew, self‐teaching (i.e., the notion that children acquire new written words implicitly via phonological recoding such as reading the text aloud independently) has been evidenced as a robust way to develop orthographic knowledge across alphabetic writing systems including English (e.g., Kyte & Johnson, 2006), French (e.g., Bosse et al, 2015), Spanish (e.g., Suárez‐Coalla et al, 2016) and Dutch (e.g., de Jong et al, 2009), and in a non‐alphabetic writing system: Chinese (e.g., Li et al, 2020a; 2020b; 2020c; 2018). Moreover, recent research demonstrates that word properties such as phonetic regularity can also influence English‐speaking children's orthographic learning and thus need to be considered in self‐teaching research (e.g., Wang et al, 2012).…”