The mnemonic value of orthography for vocabulary learning.

Rosenthal, Julie; Ehri, Linnea C.

doi:10.1037/0022-0663.100.1.175

Cited by 125 publications

(184 citation statements)

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“…All words were learned with reference to a picture and for half of the words orthography was also presented underneath the picture. Rosenthal and Ehri (2008) showed that children in both age groups were more likely to learn the pronunciations, meaning and spellings of words that had been learned with orthography. Thus, as well as supporting the development of phonological representations, their data suggest that orthographic information can aid learning of new word meanings.…”

Section: Orthographic Facilitation In Oral Vocabulary Acquisitionmentioning

confidence: 99%

“…We also sought to investigate how individual differences in orthographic skill relate to learning. We predicted that more advanced readers would benefit more from orthography when performing our orthographic and semantic tasks (Rosenthal & Ehri, 2008). More specifically, we anticipated that exception word reading would be more closely related to learning than nonword reading (Hulme et al, 2007).…”

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confidence: 99%

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Orthographic Facilitation in Oral Vocabulary Acquisition

Ricketts

Bishop

Nation

2009

Quarterly Journal of Experimental Psychology

132

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An experiment investigated whether exposure to orthography facilitates oral vocabulary learning. Fifty-eight typically developing children aged 8-9 years were taught 12 nonwords. Children were trained to associate novel phonological forms with pictures of novel objects. Pictures were used as referents to represent novel word meanings. For half of the nonwords children were additionally exposed to orthography, although they were not alerted to its presence, nor were they instructed to use it. After this training phase a nonword-picture matching post-test was used to assess learning of nonword meaning and a spelling post-test was used to assess learning of nonword orthography.Children showed robust learning for novel spelling patterns after incidental exposure to orthography.Further, we observed stronger learning for nonword-referent pairings trained with orthography. The degree of orthographic facilitation observed in post-tests was related to children's reading levels, with more advanced readers showing more benefit from the presence of orthography.Keywords: reading, orthography, vocabulary, acquisition, learning, development Orthographic facilitation 3 ORTHOGRAPHIC FACILITATION IN ORAL VOCABULARY ACQUISITIONLearning new vocabulary is a life-long endeavour. Children learn an impressive number of words in the first few years of life, and clearly we continue to learn new words throughout adulthood.Once children start school and begin to read, they must learn not only oral vocabulary, but also sight vocabulary. Also, as reading development progresses, vocabulary acquisition can occur via exposure to new words in written as well as oral contexts. In this study we sought to investigate whether presenting children with spellings while they are learning the meanings of new words facilitates oral vocabulary acquisition. Influential approaches to vocabulary instruction do not emphasise the use of spelling patterns while teaching children new words. For example, in a recent book Beck, McKeown and Kucan (2002) recommend that spellings are shown to children but only after words and their meanings have been taught.Learning new oral vocabulary involves making links between a word's pronunciation (phonology) and its meaning (semantics). For example a child must learn that a dog is an animal that barks, has fur and so on. Learning sight vocabulary involves making additional links between these representations and a word's spelling or orthography i.e., the word 'dog' is spelled d-o-g. When we learn sight vocabulary we may map orthography onto a known word (children are likely to know the word dog when they come to the task of learning to read), sometimes however the word is unfamiliar and we construct a representation linking phonology, semantics and orthography more simultaneously.In the Lexical Quality Hypothesis, Perfetti and Hart (2002) specify that to learn a new sight word a child or adult must acquire and integrate information about word orthography, phonology and semantics. The main tenet of the Lexical Quali...

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Section: Orthographic Facilitation In Oral Vocabulary Acquisitionmentioning

confidence: 99%

mentioning

confidence: 99%

Orthographic Facilitation in Oral Vocabulary Acquisition

Ricketts

Bishop

Nation

2009

Quarterly Journal of Experimental Psychology

132

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“…The written form was present for half of the nonwords and for these there was an advantage in producing the names of the pictures during training, spelling the nonwords and matching the nonwords to pictures. It is argued that the written form of a new word is less transient and variable than its spoken form and creates an orthographic image to represent and reinforce the phonological representation (Ricketts et al, 2009 ;Rosenthal & Ehri, 2008). In summary, when learning new vocabulary items, typically developing children benefit from having the written form present.…”

Section: Introductionmentioning

confidence: 99%

“…Rosenthal and Ehri (2008) taught typically developing children aged seven to eight years and ten to eleven years novel words paired with definitions, half of which were taught with their written form present. When the written form was present, children were quicker to learn the pronunciations and meanings during training and were more accurate when recalling the spelling and pronunciation after a delay of three days.…”

Section: Introductionmentioning

confidence: 99%

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

2012

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Copyright - Cambridge University PressChildren with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support. Copyright ?? 2012 Cambridge University Press

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“…learning (for exceptions, see Clay, Bowers, Davis, & Hanley, 2007;Ricketts et al, 2008;Ricketts, Bishop, & Nation, 2009;Rosenthal & Ehri, 2008). In the present study we measured both orthographic and semantic learning across the same participants and items, enabling us to examine the acquisition of representations that include phonological, semantic, and orthographic information and are thus more complex and of "higher lexical quality" (cf.…”

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The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

Ricketts

Bishop

Pimperton

et al. 2011

Scientific Studies of Reading

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This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated that children showed reliable semantic and orthographic learning. Decoding was the strongest predictor of orthographic learning, indicating that self-teaching via phonological recoding was important for this aspect of word learning. In contrast, oral vocabulary emerged as the strongest predictor of semantic learning.As children's reading skills develop, the reading process provides an opportunity for them to learn new words (e.g., Beck, Perfetti, & McKeown, 1982;Nagy, Herman, & Anderson, 1985). When a new word is encountered in print, a child with basic word reading skills can attempt to translate its written form (orthography) into its spoken form (phonology). This decoding process can form a basis for new visual word forms to be learned (Share, 1995). Further, when an unfamiliar word is read in context, the meaning of this word (lexical-semantics) can often be inferred using information supplied by the surrounding text. Therefore, exposingCorrespondence should be sent to Jessie Ricketts, Department of Psychology and Human Development, Institute of Education, University of London, 25 Woburn Square, London, WC1H OAA, United Kingdom. E-mail: j.ricketts@ioe.ac.uk 48 RICKETTS ET AL.children to novel words in context provides an opportunity for them to learn orthographic and lexical-semantic information, processes we term orthographic and semantic learning, respectively. These aspects of lexical learning have usually been studied separately. Using an adaptation of the self-teaching paradigm (Share, 1999), we investigated the predictors of orthographic and semantic learning in a large group of children aged 7 to 8 years. In particular, we assessed the extent to which phonological recoding (or decoding) during reading predicted each aspect of word learning and explored the hypothesis that distinct component reading and language skills are associated with orthographic and semantic learning.The self-teaching hypothesis (Share, 1995) provides an account of orthographic learning, its main tenet being that the process of successfully decoding (or phonologically recoding) orthographic strings acts as a self-teaching mechanism so that item-specific orthographic representations can be encoded (for similar theories, see Ehri, 2005;Rack, Hulme, Snowling, & Wightman, 1994). To test the self-teaching hypothesis, Share (1999) developed an orthographic learning paradigm in which children decoded nonwords in story contexts and orthographic learning was later assessed using naming, spelling, and orthographic choice posttests. The same study also ...

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The mnemonic value of orthography for vocabulary learning.

Cited by 125 publications

References 51 publications

Orthographic Facilitation in Oral Vocabulary Acquisition

Orthographic Facilitation in Oral Vocabulary Acquisition

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

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