![Phonological recoding and rapid orthographic learning in third-graders' silent reading: A critical test of the self-teaching hypothesis [An article from: Journal of Experimental Child Psychology]](https://www.ebooknetworking.net/books/B00/0RR/bigB000RR89RM.jpg)
Phonological recoding and rapid orthographic learning in third-graders' silent reading: A critical test of the self-teaching hypothesis [An article from: Journal of Experimental Child Psychology]
Book Details
Author(s)J.A. Bowey, D. Muller
PublisherElsevier
ISBN / ASINB000RR89RM
ISBN-13978B000RR89R9
MarketplaceFrance 🇫🇷
Description
This digital document is a journal article from Journal of Experimental Child Psychology, published by Elsevier in . The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In the second session, after the stories had been read, children were asked to read short lists of target nonwords or homophonic alternatives. Children read target nonwords faster than homophones, indicating that they had formed functional orthographic representations of the target nonwords through phonologically recoding them during silent story reading. They also preferred target nonwords to homophones in an orthographic choice task in which the alternatives included the target, the homophone, and a visually similar foil, although here orthographic learning was stronger for items encountered eight times within stories and stronger for items tested immediately. These findings provide critical evidence in support of Share's self-teaching through phonological recoding hypothesis.
Description:
This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In the second session, after the stories had been read, children were asked to read short lists of target nonwords or homophonic alternatives. Children read target nonwords faster than homophones, indicating that they had formed functional orthographic representations of the target nonwords through phonologically recoding them during silent story reading. They also preferred target nonwords to homophones in an orthographic choice task in which the alternatives included the target, the homophone, and a visually similar foil, although here orthographic learning was stronger for items encountered eight times within stories and stronger for items tested immediately. These findings provide critical evidence in support of Share's self-teaching through phonological recoding hypothesis.
