The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers

被引：21
作者：
Elleman, Amy M. [1 ]
Steacy, Laura M. [2 ]
Compton, Donald L. [2 ]
机构：
[1] Middle Tennessee State Univ, Tallahassee, FL USA
[2] Florida State Univ, Psychol C234M,1107 W Call St, Tallahassee, FL 32306 USA
来源：
SCIENTIFIC STUDIES OF READING | 2019年 / 23卷 / 01期
关键词：
CONNECTIONIST; ACQUISITION; CHILDREN;
D O I：
10.1080/10888438.2018.1549045
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This special issue bundles a set of eight empirical studies and one review article that explore the role of statistical learning (SL) mechanisms (both domain-specific and domain-general) in supporting word reading and spelling development, and vice versa. In this introduction to the special issue, we worked to summarize the extent to which studies support our hypotheses relating SL to reading and spelling development while pointing out inconsistencies across studies that require us to refine and rethink our hypotheses.
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页码：1 / 7
页数：7
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