Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis

Article Abstract:

Research was conducted to examine the self-teaching hypothesis that claims that word-specific orthographic representations are acquired mainly as a result of the self-teaching opportunities provided by the phonological recoding of novel letter strings. A group of normal second grade pupils were asked to read aloud short texts with embedded pseudoword targets. Results indicate that phonological recoding is required in the acquisition of word-specific orthographic representations.

Language and languages, Reading, Self-help techniques, Self help techniques, Developmental reading

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Orthographic learning at a glance: on the time course and developmental onset of self-teaching

Article Abstract:

Three experiments are discussed, the first showed that recently acquired orthographic information could be retained one month later; the second and third experiments showed that fundamental differences between shallow and deep orthographics exists in the development of orthographic sensitivity. The results suggest fundamental differences between shallow and deep orthographies in the development of orthographic sensitivity.

Spelling

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Knowing letter names and learning letter sounds: a causal connection

Article Abstract:

Two experiments tested the role of letter-name knowledge in early reading among children. The benefit of letter-name knowledge was found to depend, in part, on skill to isolate phonemes in spoken syllables.

Personnel administration, Tests, problems and exercises, Evaluation, Training, Phonemics, Reading skills, Reading tests

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