Phonological recoding and rapid orthographic learning in third-graders' silent reading: A critical test of the self-teaching hypothesis
Article Abstract:
A study is conducted to examine rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. The result suggests that although rapid orthographic learning might occur in the absence of successful phonological recording, children who can recode unfamiliar nonwords accurately construct more fully specified orthographic representations of target nonwords.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2005
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Testing the protracted lexical restructuring hypothesis: the effects of position and acoustic - phonetic clarity on sensitivity to mispronunciations in children and adults
Article Abstract:
A study examines the impact of position and acoustic-phonetics clarity on pronunciation by children and adult. Focus is on lexical restructuring hypothesis.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2006
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The role of phonological recoding in orthographic learning
Article Abstract:
A study examines the role of phonological recoding in orthographic learning.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2006
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- Abstracts: Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis. Knowing letter names and learning letter sounds: a causal connection
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