The role of orthography in oral vocabulary learning in Chinese children

Li, Hong; Zhang, Jie; Ehri, Linnea C.; Chen, Yu; Ruan, Xiaotong; Dong, Qiong

doi:10.1007/s11145-016-9641-0

Cited by 16 publications

(21 citation statements)

References 23 publications

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“…Why does orthographic facilitation occur? Evidence from a number of studies (e.g., Hu, 2007;Li et al, 2016;Mengoni et al, 2013) supports the view that orthographic facilitation is not simply a visual effect. In alphabetic languages, it seems likely that orthographic facilitation is driven, at least to some extent, by knowledge of grapheme-phoneme relationships (Ricketts et al, 2009;Rosenthal & Ehri, 2008).…”

Section: Discussionmentioning

confidence: 84%

“…Of the 23 studies, 11 contained measures of orthographic, phonological and semantic learning (Chambre, Ehri & Ness, 2017;Han & Choi, 2016;Jubenville et al, 2014;Lucas & Norbury, 2014;Miles et al, 2016;Ricketts et al, 2009;Ricketts et al, 2015;Rosenthal & Ehri, 2008;Valentini, Ricketts, Pye & Houston-Price, 2018); three contained measures of semantic and phonological learning (Baron et al, 2018;Hu, 2008;Li et al, 2016); two contained measures of semantic and orthographic learning (Savaiano et al, 2015, Vadasy & Sanders, 2015 and one measured semantic learning To see or not to see / 11 only (Reitsma et al, 1983). The remaining six studies contained measures of only phonological learning (Ehri & Wilce, 1979;Mengoni et al, 2013;Saletta et al, 2016a;Saletta et al, 2016b).…”

Section: Resultsmentioning

confidence: 99%

“…Four studies could not calculate statistical comparisons because scores on their measures of semantic learning were at ceiling (Han & Choi, 2016;Jubenville et al, 2014;Miles et al 2016). Of the remaining 11 studies, eight found significant orthographic facilitation effects on at least one measure (Baron et al, 2018;Li et al, 2016;Lucas & Norbury, 2014;Reitsma, 1983;Ricketts et al, 2009;Rosenthal & Ehri, 2008;Valentini et al, 2018) and two found marginal differences between orthography-present and orthography-absent conditions (Ricketts et al, 2015;Vadasy & Sanders, 2015; see Table 4).…”

Section: Semantic Learningmentioning

confidence: 99%

“…Overall, there is no consensus as to the effects of orthographic consistency in alphabetic languages. Li et al (2016) conducted a study which touched on the issue of consistency in a non-alphabetic language. They taught participants Chinese characters in which phonological and semantic consistency were manipulated.…”

Section: Systematicity Of Spelling-sound Relationshipsmentioning

confidence: 99%

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To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?

Colenbrander

Miles

Ricketts

2019

LSHSS

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Purpose The aim of this study was to determine when, why, and how the presence of a word's written form during instruction aids vocabulary learning (a process known as orthographic facilitation ). Method A systematic review of the research on orthographic facilitation was carried out. PsycInfo, Web of Science, ProQuest, and OpenGrey databases were searched. The search returned 3,529 results, and 23 of these met inclusion criteria. Studies were included in the review if they were written in English, published in a peer-reviewed journal, and compared vocabulary learning outcomes when words were taught with and without their written forms. Conclusions There is strong evidence that the presence of a word's written form leads to improved learning of its spelling and spoken form. There is also some evidence that it may lead to better learning of a word's meaning. A small number of studies have also shown that the presence of a word's written form benefits vocabulary learning in children with developmental language disorder, autism, Down syndrome, and reading difficulties. However, further research into the effects of orthographic facilitation in special populations is needed. In particular, ecologically valid experiments in clinical and educational settings are required in order to better understand how exposure to a word's written form can aid naturalistic vocabulary learning.

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Section: Discussionmentioning

confidence: 84%

Section: Resultsmentioning

confidence: 99%

Section: Semantic Learningmentioning

confidence: 99%

Section: Systematicity Of Spelling-sound Relationshipsmentioning

confidence: 99%

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To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?

Colenbrander

Miles

Ricketts

2019

LSHSS

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“…Baron et al, 2018; Ricketts et al, 2015). However, orthographic facilitation was less apparent in students reading Chinese characters (Li et al, 2016) and was absent in adolescents with visual impairments reading braille (Savaiano, Compton, Hatton & Lloyd, 2016).…”

Section: Impact Of Orthography On Vocabulary Learningmentioning

confidence: 99%

The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

Ehri

2020

Reading Research Quarterly

104

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The author reviews theory and research by Ehri and her colleagues to document how a scientific approach has been applied over the years to conduct controlled studies whose findings reveal how beginners learn to read words in and out of text. Words may be read by decoding letters into blended sounds or by predicting words from context, but the way that contributes most to reading and comprehending text is reading words automatically from memory by sight. The evidence shows that words are read from memory when graphemes are connected to phonemes. This bonds spellings of individual words to their pronunciations along with their meanings in memory. Readers must know grapheme–phoneme relations and have decoding skill to form connections, and must read words in text to associate spellings with meanings. Readers move through four developmental phases as they acquire knowledge about the alphabetic writing system and apply it to read and write words and build their sight vocabularies. Grapheme–phoneme knowledge and phonemic segmentation are key foundational skills that launch development followed subsequently by knowledge of syllabic and morphemic spelling–sound units. Findings show that when spellings attach to pronunciations and meanings in memory, they enhance memory for vocabulary words. This research underscores the importance of systematic phonics instruction that teaches students the knowledge and skills that are essential in acquiring word‐reading skill.

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