Orthographic learning in Spanish children: influence of previous semantic and phonological knowledge

被引:14
作者
Alvarez-Canizo, Marta [1 ]
Suarez-Coalla, Paz [1 ]
Cuetos, Fernando [1 ]
机构
[1] Univ Oviedo, Dept Psychol, Asturias, Spain
关键词
orthographic learning; semantics; phonology; Spanish children; WORD; READ; VOCABULARY; EXPOSURE; PROGRAM; SKILL; SPELL; TIME;
D O I
10.1111/1467-9817.12254
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Orthographic learning is one of the steps needed to achieve reading fluency. There are different variables that could influence the formation of orthographic representations. The aim of this study was to investigate the role of the previous semantic and phonological knowledge on the formation of orthographic representations. We used a decrease of the length effect as the measure of orthographic learning. We made a reading aloud task that utilised new words with Spanish children from third grade under three different conditions: with prior semantic and phonological training, with prior phonological training and without training. Results showed that knowing the meaning and the phonological form of the words facilitated the formation of orthographic representations, as the length effect was significantly lower than in the other conditions, and it also improved the children's reading performance.
引用
收藏
页码:137 / 149
页数:13
相关论文
共 54 条
[1]  
ALAMEDA JoseRamon., 1995, DICCIONARIO FRECUENC
[2]   The role of sublexical variables in reading fluency development among Spanish children [J].
Alvarez-Canizo, Marta ;
Suarez-Coalla, Paz ;
Cuetos, Fernando .
JOURNAL OF CHILD LANGUAGE, 2018, 45 (04) :858-877
[3]   Mixed-effects modeling with crossed random effects for subjects and items [J].
Baayen, R. H. ;
Davidson, D. J. ;
Bates, D. M. .
JOURNAL OF MEMORY AND LANGUAGE, 2008, 59 (04) :390-412
[4]  
Baayen R. H, 2008, Analyzing linguistic data: A practical introduction to statistics, DOI [DOI 10.1017/CBO9780511801686, 10.1017/CBO9780511801686]
[5]   Fitting Linear Mixed-Effects Models Using lme4 [J].
Bates, Douglas ;
Maechler, Martin ;
Bolker, Benjamin M. ;
Walker, Steven C. .
JOURNAL OF STATISTICAL SOFTWARE, 2015, 67 (01) :1-48
[6]   Addressing semantics promotes the development of reading fluency [J].
Berends, IE ;
Reitsma, P .
APPLIED PSYCHOLINGUISTICS, 2006, 27 (02) :247-265
[7]   Phonological recoding and rapid orthographic learning in third-graders' silent reading: A critical test of the self-teaching hypothesis [J].
Bowey, JA ;
Muller, D .
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2005, 92 (03) :203-219
[8]   SOCIOECONOMIC-STATUS DIFFERENCES IN PRESCHOOL PHONOLOGICAL SENSITIVITY AND FIRST-GRADE READING-ACHIEVEMENT [J].
BOWEY, JA .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1995, 87 (03) :476-487
[9]   Phonological and semantic information in adults' orthographic learning [J].
Chalmers, Kerry A. ;
Burt, Jennifer S. .
ACTA PSYCHOLOGICA, 2008, 128 (01) :162-175
[10]   DRC: A dual route cascaded model of visual word recognition and reading aloud [J].
Coltheart, M ;
Rastle, K ;
Perry, C ;
Langdon, R ;
Ziegler, J .
PSYCHOLOGICAL REVIEW, 2001, 108 (01) :204-256