Establishing word representations through reading and spelling: comparing degree of orthographic learning     

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   

Does domain matter? Monitoring accuracy across domains     

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