Establishing Word Representations through Reading and Spelling: Comparing Degree of Orthographic Learning

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  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Grade 2
      Primary Education
      Elementary Education
      Early Childhood Education
    • Subject Terms:
      Spelling; Reading Processes; Word Recognition; Phonology; Decoding (Reading); Comparative Analysis; Grade 2; Elementary School Students; Written Language; Correlation; Memory
    • Accession Number:
      10.1111/1467-9817.12256
    • ISSN:
      0141-0423
    • Abstract:
      Skilled reading involves rapid and automatic word recognition. Through a self-teaching process, phonological decoding during reading is thought to establish the word-specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty-eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1203392