Establishing Word Representations through Reading and Spelling: Comparing Degree of Orthographic Learning

Autor/inn/en	Conrad, Nicole J.; Kennedy, Kathleen; Saoud, Wafa; Scallion, Laura; Hanusiak, Laura
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 PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Schreibweise; Leseprozess; Worterkennung; Fonologie; Dekodierung; School year 02; 2. Schuljahr; Schuljahr 02; Geschriebene Sprache; Korrelation; Gedächtnis
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