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1.
Virginia M. Holmes Aisling M. Malone Holly Redenbach 《Journal of Research in Reading》2008,31(1):136-156
Does unexpectedly poor spelling in adults result from inferior visual sequential memory? In one experiment, unexpectedly poor spellers performed significantly worse than better spellers in the immediate reproduction of sequences of visual symbols, but in a second experiment, the effect was not replicated. Poor spellers were also no worse at the immediate recognition of symbol sequences. Overall, the results indicate that inferior visual memory is not characteristic of unexpectedly poor spellers. However, they do have less efficient orthographic processing skill: they were significantly slower and more error prone than better spellers at classifying both regularly and strangely spelt words, as well as at detecting letter transpositions in long words. They can thus be considered as subtly worse word readers than better spellers. While the findings question the notion of unexpectedly poor spelling in relation to normal adults, they provide confirmation of the intimate relationship between reading and spelling processes. 相似文献
2.
Good and poor readers at the junior high school level and good and poor spellers at the university level were compared on their ability to produce words in response to a semantic cue (a category name), a visual cue (three letters), and an auditory cue (a syllable rime). Kindergarten children were tested on a word-identification task and their retrieval of words in response to the semantic and auditory cues. At all ages, poor readers or spellers produced fewer words on all word-retrieval tasks than did good readers or spellers. Performance on the auditory and visual word-retrieval tasks correlated very highly with pseudoword reading and spelling ability in the two older groups; in the kindergarten children, auditory retrieval correlated with word identification. The results suggest that poor readers have not organized words in long-term memory according to rhyming families but that good readers have. We speculate that failure to retrieve rhyming words during acquisition of reading and spelling skills underlies the failure of poor readers and spellers to abstract the higher-order relationships between orthography and phonology. 相似文献
3.
The present study examined the possibility that spelling fulfils a self‐teaching function in the acquisition of orthographic knowledge because, like decoding, it requires close attention to letter order and identity as well as to word‐specific spelling–sound mapping. We hypothesised that: (i) spelling would lead to significant (i.e. above‐chance) levels of orthographic learning; (ii) spelling would actually result in superior learning relative to reading owing to the additional processing demands invoked when spelling; (iii) there would be stronger outcomes for post‐test spelling production compared with spelling recognition; and (iv) relative to reading, spelling would produce superior orthographic learning in the case of later‐occurring orthographic detail compared with information appearing earlier in the letter string. In a fully within‐subjects design, third grade Hebrew readers were exposed to novel letter strings presented in three conditions: spelling, reading and an unseen control condition. With the exception of the position by condition interaction (our fourth hypothesis), which, although in the expected direction, failed to attain significance, all hypotheses were supported. These data highlight yet another dimension of reading–writing reciprocity by suggesting that spelling offers a powerful self‐teaching tool in the compilation of word‐specific orthographic representations. 相似文献
4.
The relationship between phonological codes on memory and spelling tasks for students with and without learning disabilities. 总被引：3，自引：0，他引：3
The purpose of the study was to determine the degree to which 31 (23 boys and 8 girls) 13-year-old children with learning disabilities from Grades 7, 8, and 9 were comparable to younger (9-year-old) reading- and spelling-matched controls in (a) phonological similarity effects, (b) phonetically based misspellings, and (c) relationships between memory and spelling performance. Children with reading disabilities and reading-recognition-matched controls, subgrouped by spelling ability, were compared on their memory for phonetically similar and dissimilar word lists and types of spelling errors. The results indicate that children with reading disabilities who are matched to younger children on both reading recognition and spelling ability exhibit normal phonological effects on memory and spelling measures. Within each reading group, low spellers produced more semiphonetic errors than high spellers, and high spellers produced more phonetic errors than low spellers. Significant correlations between memory and spelling error measures were more frequent for children with reading disabilities when compared to controls matched on reading and spelling ability. It was concluded that the phonological performance of reading/spelling-matched children with reading disabilities is characterized by an overreliance on phonological codes, whereas their counterparts' performance reflects independent and less generalizable use of phonological substrates across tasks. 相似文献
5.
This paper positions the importance of frequency sensitivity in the development of orthographic knowledge throughout childhood and promotes learning to spell as a vehicle which may be used effectively to develop this sensitivity. It is suggested that orthographic knowledge is advanced via a process of ‘frequency sensitivity’ to ‘patterns and sequences’ and ‘rules and regularities’ particular to English orthography and that the process of sensitivity to these coarse grain orthographic patterns is influenced by consistency in sound and by morphological knowledge (knowledge of morphemes; words or word parts that form the smallest unit of meaning in language). A model highlighting the increasing importance of orthography and morphology as reading and spelling development progresses is presented. Discussion of the importance of considering phonology, orthography and morphology throughout literacy development and the relative importance of each is discussed. Distinctions are drawn between the processes involved in children who are good readers and good spellers, children who are good readers and poor spellers, and children who are poor readers and poor spellers. This paper outlines how considering these interrelated and developmentally sensitive contributors to literacy development can contribute to the practice of educational professionals in promoting the development of literacy skills throughout childhood. 相似文献
6.
Savage RS Frederickson N Goodwin R Patni U Smith N Tuersley L 《Journal of learning disabilities》2005,38(1):12-28
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling. 相似文献
7.
Jackie Masterson Veronica Laxon Sophie Lovejoy Victoria Morris 《Journal of Research in Reading》2007,30(4):429-442
Two groups of undergraduate students, matched for reading skill but differing in spelling ability, participated in three experiments with the aim of exploring the causes of differences in spelling skill in this population. In the first experiment participants were presented with a range of tasks to investigate the possibility that the poor spellers had poorer phonological abilities than the good spellers. No significant differences were observed. In Experiment 2, a lexical decision task was used. The words in the task differed in orthographic neighbourhood size (N) and frequency. Analysis of the latencies revealed effects of frequency and N, but the effect of spelling group was not significant and neither was the interaction with N. Analysis of the errors revealed that the poor spellers made significantly more errors than the good spellers. In Experiment 3 participants were asked to identify the letters in briefly presented words and non‐words. There was a significant effect of stimulus type in favour of words. Poor spellers made more errors in the task than the good spellers, although the difference was restricted to non‐words. Finally, an analysis of the errors made in spelling to dictation by the two groups was carried out. This revealed that the poor spellers were more likely than the good spellers to make errors that were not phonologically plausible and that differed markedly from the target. Overall, the results are interpreted in terms of a partial orthographic representations explanation of poor spelling in good readers. 相似文献
8.
We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis. 相似文献
9.
Nathalie N. Bélanger Shari R. Baum Rachel I. Mayberry 《Scientific Studies of Reading》2013,17(3):263-285
Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading. 相似文献
10.
This study investigated the phonological skills of university students who were unexpectedly poor spellers relative to their word reading accuracy. Compared with good spellers, unexpectedly poor spellers showed no deficits in phonological memory, selection of appropriate graphemes for phonemes in word misspellings and nonword spellings, and phoneme awareness. In contrast, poor readers–poor spellers performed worse than the other groups at all but the last of these tasks. Although unexpectedly poor spellers misread nonwords more often than good spellers and took longer to begin pronouncing long, difficult-to-spell words, they took no longer to begin pronouncing shorter words and the names of corresponding pictures. The difficulty with reading nonwords and long words was thus interpreted as arising at the stage of identifying and parsing the orthographic input rather than phonological retrieval. The findings indicate that unexpectedly poor spellers of the type studied here do not have a mild phonological deficit. 相似文献
11.
The purpose of this research was to understand better how morphemic units are encoded and auto-organised in memory and how they are accessed during writing. We hypothesised that the activation of morphemic units would not depend on rule-based learning during primary school but would be determined by frequency-based learning, which is a process that automatically encodes whole orthographic forms encountered during reading. To evaluate gradual changes in the impacts of each process, the ability to inflect a verb was investigated in a spelling-to-dictation task utilising simple sentences that included past participle inflections in three participant populations: 2nd to 5th primary-school graders, 6th and 8th secondary-school students with varying print linguistic abilities and young adults. Two frequency indicators were manipulated: past participle inflection frequency (the frequency of a particular suffix irrespective of the word root) was used to index the use of a rule-based procedure, and orthographic-form frequency was used to index the use of a frequency-based procedure. The results revealed the following: (a) the younger spellers mainly used a frequency-based procedure that produced many spelling errors that were mostly due to the selection of the most frequent orthographic forms in their orthographic lexicon; (b) the rule-based procedure is notably late and led to fewer errors only at the 5th grade in primary school; and (c) the frequency-based procedure is still operating in the less skilled spellers of grades six and eight. The results are discussed in light of statistical learning, which seems to jeopardise the use of an efficient grammatical processing by younger children and less skilled spellers. 相似文献
12.
College students, scoring average to above-average on WRAT-R subscales for reading and spelling, made match/nonmatch judgments on word pairs either on the basis of phonological similarity (a rhyme match) or orthographic similarity (a visual match). Word pairs rhymed and looked similar, rhymed but looked dissimilar, or looked similar but did not rhyme. Word pairs for which a nonmatch decision had to be made, despite similarity in the irrelevant dimension, produced significantly more errors and longer response latencies. Poorer readers were less vulnerable to phonological interference when making visual discriminations, and poorer readers and spellers were more vulnerable to orthographic interference when making rhyme matches. Results showed that a deficiency in phonological coding and an over-reliance upon orthographic coding, often observed in dyslexic children, can also be seen in relatively poor readers and spellers within a normal adult population. 相似文献
13.
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth‐grade, eighth‐grade and 10th‐grade Hebrew first‐language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/æ/, /Λ/ and //) and orthographic conventions (/ð/, /θ/, // and silent ‘e’). Hebrew measures included standardised spelling and orthographic and phonological tasks. Experimental English measures included real‐word and pseudoword spellings, orthographic tasks and standardised spellings. Results showed significant differences in spelling accuracy between good and poor spellers at all grades. Spelling accuracy for most conventions did not improve after the eighth grade. Spellings of consonantal clusters, initial h and /ð/ differed between good and poor spellers in the fifth grade only. Hebrew spelling was one of the strongest predictors of EFL real‐word and pseudoword spellings in both fifth and eighth grades. Implications for teaching practice are discussed. 相似文献
14.
The dual‐route model of reading proposes distinct lexical and sub‐lexical procedures for word reading and spelling. Lexically reliant and sub‐lexically reliant reader subgroups were selected from 78 university students on the basis of their performance on lexical (orthographic) and sub‐lexical (phonological) choice tests, and on irregular and nonword naming. In spelling of irregular words and nonwords to dictation, the group comparisons failed to support the dissociative predictions for lexical and sub‐lexical reliance that were derived from the dual‐route model: lexical readers were not superior to sub‐lexical readers on spelling irregular words as well as inferior to sub‐lexical readers on spelling regular letter strings (nonwords). In line with a single‐route view, print exposure and phonological coding (nonword naming accuracy) appear to be key factors in the effective learning of both regular and irregular words. 相似文献
15.
Several studies have observed that school-aged, reading-disabled children have object-naming problems. In addition, significant
positive relationships between object-naming ability and reading and spelling skills have been observed for this population.
The co-occurrence of these problems has been explained by common underlying phonological deficiencies. Because written language
problems can persist beyond the school-aged years, the purpose of this study was to examine object-naming ability and the
relationship between object naming and written language of adults. Twenty-two adults, half with written language difficulties
and half without, performed four tasks: object naming, object recognition, reading, and spelling. Significant positive relationships
were obtained between object-naming ability and reading ability, object-naming ability and spelling performance, and reading
and spelling performance. In addition to phonological deficiencies, the results indicated that adult poor readers and spellers
lack knowledge of the orthographic structure of words. These findings suggest that problems underlying object naming and written
language do not resolve with cognitive maturation or additional years of experience with language and should be addressed
in the early school-aged years.
This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada to the second
author. 相似文献
16.
ABSTRACTSpelling errors are typically thought of as an effect of a word’s weak orthographic representation in an individual mind. What if existence of spelling errors is a partial cause of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency (e.g., innocent and inocent occur in 69% and 31% of occurrences of the word, respectively). Conventional spellings were presented for recognition either in context (Experiment 1, eye-tracking sentence reading) or in isolation (Experiment 2, lexical decision). Words elicited longer fixation durations and lexical decision latencies if there was more uncertainty (higher entropy) regarding which spelling is a preferred one. The inhibitory effect of frequency was not modulated by spelling or other reading skill. This finding is in line with theories of learning that predict spelling errors to weaken associations between conventional spellings and the word’s meaning. 相似文献
17.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
18.
Ivar Bråten Alfred Lie Rune Andreassen 《Scandinavian Journal of Educational Research》2013,57(4):389-399
This article first presents a conception of word recognition involving both phonological and orthographic processes. Three different explanations about the origin of orthographic processes in word recognition are then discussed. These explanations are: (1) differences in orthographic memory, (2) differences in phonological processes and (3) differences in leisure time reading. In accord with the third explanation, it is argued that automatic orthographic word recognition is directly dependent on children's amount of reading practice in an out‐of‐school setting. Educational implications of this emphasis on leisure time reading effects are also discussed. 相似文献
19.
The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play
in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that
contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or
dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern
of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 476–497, 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone,
as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition.
The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences
between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to
read use phonological codes during word recognition, but they do so less efficiently than skilled readers. 相似文献
20.
Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic
representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based
training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in
Dutch, originating from French and English, was examined in skilled and less skilled spellers with varying ages. Reading skills
were taken into account. Overall, compared to normal pronunciation, spelling pronunciation facilitated the learning of the
correct spelling of irregular words, but it appeared to be no more effective than previewing. Differences between training
conditions appeared to fade with older spellers. Less skilled young spellers seemed to profit more from visual examination
of the word as compared to practice with spelling pronunciations. The findings appear to indicate that spelling pronunciation
and allowing a preview can both be effective ways to learn correct spellings of orthographically unpredictable words, irrespective
of age or spelling ability. 相似文献