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Autor/inn/en | Conrad, Nicole J.; Kennedy, Kathleen; Saoud, Wafa; Scallion, Laura; Hanusiak, Laura |
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Titel | Establishing Word Representations through Reading and Spelling: Comparing Degree of Orthographic Learning |
Quelle | In: Journal of Research in Reading, 42 (2019) 1, S.162-177 (16 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Conrad, Nicole J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0141-0423 |
DOI | 10.1111/1467-9817.12256 |
Schlagwörter | Spelling; Reading Processes; Word Recognition; Phonology; Decoding (Reading); Comparative Analysis; Grade 2; Elementary School Students; Written Language; Correlation; Memory |
Abstract | 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. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |