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Nicole J. Conrad Kathleen Kennedy Wafa Saoud Laura Scallion Laura Hanusiak 《Journal of Research in Reading》2019,42(1):162-177
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. 相似文献
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Dentakos Stella Saoud Wafa Ackerman Rakefet Toplak Maggie E. 《Metacognition and Learning》2019,14(3):413-436
Metacognition and Learning - Confidence and its accuracy have been most commonly examined in domains such as general knowledge and learning, with less study of other domains, such as applied... 相似文献
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