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Acquisition of orthographic forms via spoken complex word training

This study used a novel word-training paradigm to examine the integration of spoken word knowledge when learning to read morphologically complex novel words. Australian primary school children including Grades 3–5 were taught the oral form of a set of novel morphologically complex words (e.g., (/vɪb...

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Autores principales: Beyersmann, Elisabeth, Wegener, Signy, Spencer, Jasmine, Castles, Anne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10104914/
https://www.ncbi.nlm.nih.gov/pubmed/36253589
http://dx.doi.org/10.3758/s13423-022-02185-y
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author Beyersmann, Elisabeth
Wegener, Signy
Spencer, Jasmine
Castles, Anne
author_facet Beyersmann, Elisabeth
Wegener, Signy
Spencer, Jasmine
Castles, Anne
author_sort Beyersmann, Elisabeth
collection PubMed
description This study used a novel word-training paradigm to examine the integration of spoken word knowledge when learning to read morphologically complex novel words. Australian primary school children including Grades 3–5 were taught the oral form of a set of novel morphologically complex words (e.g., (/vɪbɪŋ/, /vɪbd/, /vɪbz/), with a second set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g., vib), embedded in sentences, while their eye movements were monitored. Half of the stems were spelled predictably and half were spelled unpredictably. Reading times were shorter for orally trained stems with predictable than unpredictable spellings and this difference was greater for trained than untrained items. These findings suggest that children were able to form robust orthographic expectations of the embedded morphemic stems during spoken word learning, which may have occurred automatically without any explicit control of the applied mappings, despite still being in the early stages of reading development. Following the sentence reading task, children completed a reading-aloud task where they were exposed to the novel orthographic forms for a second time. The findings are discussed in the context of theories of reading acquisition.
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spelling pubmed-101049142023-04-16 Acquisition of orthographic forms via spoken complex word training Beyersmann, Elisabeth Wegener, Signy Spencer, Jasmine Castles, Anne Psychon Bull Rev Brief Report This study used a novel word-training paradigm to examine the integration of spoken word knowledge when learning to read morphologically complex novel words. Australian primary school children including Grades 3–5 were taught the oral form of a set of novel morphologically complex words (e.g., (/vɪbɪŋ/, /vɪbd/, /vɪbz/), with a second set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g., vib), embedded in sentences, while their eye movements were monitored. Half of the stems were spelled predictably and half were spelled unpredictably. Reading times were shorter for orally trained stems with predictable than unpredictable spellings and this difference was greater for trained than untrained items. These findings suggest that children were able to form robust orthographic expectations of the embedded morphemic stems during spoken word learning, which may have occurred automatically without any explicit control of the applied mappings, despite still being in the early stages of reading development. Following the sentence reading task, children completed a reading-aloud task where they were exposed to the novel orthographic forms for a second time. The findings are discussed in the context of theories of reading acquisition. Springer US 2022-10-17 2023 /pmc/articles/PMC10104914/ /pubmed/36253589 http://dx.doi.org/10.3758/s13423-022-02185-y Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Brief Report
Beyersmann, Elisabeth
Wegener, Signy
Spencer, Jasmine
Castles, Anne
Acquisition of orthographic forms via spoken complex word training
title Acquisition of orthographic forms via spoken complex word training
title_full Acquisition of orthographic forms via spoken complex word training
title_fullStr Acquisition of orthographic forms via spoken complex word training
title_full_unstemmed Acquisition of orthographic forms via spoken complex word training
title_short Acquisition of orthographic forms via spoken complex word training
title_sort acquisition of orthographic forms via spoken complex word training
topic Brief Report
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10104914/
https://www.ncbi.nlm.nih.gov/pubmed/36253589
http://dx.doi.org/10.3758/s13423-022-02185-y
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