Orthographic Learning and Transfer of Complex Words: Insights from Eye Tracking during Reading and Learning Tasks

Autor/inn/en	Ginestet, Emilie; Shadbolt, Jalyssa; Tucker, Rebecca; Bosse, Marie-Line; Deacon, S. Hélène
Titel	Orthographic Learning and Transfer of Complex Words: Insights from Eye Tracking during Reading and Learning Tasks
Quelle	In: Journal of Research in Reading, 44 (2021) 1, S.51-69 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ginestet, Emilie) ORCID (Deacon, S. Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12341
Schlagwörter	Orthographic Symbols; Reading Processes; Eye Movements; Task Analysis; Morphology (Languages); Visual Perception; Word Recognition; Spelling; Pronunciation + Suchen Sie Ihr Suchwort? Leseprozess; Augenbewegung; Aufgabenanalyse; Morphology; Morphologie; Visuelle Wahrnehmung; Worterkennung; Schreibweise; Aussprache
Abstract	Background: Efficient word identification is directly tied to strong mental representations of words, which include spellings, meanings and pronunciations. Orthographic learning is the process by which spellings for individual words are acquired. Methods: In the present study, we combined the classic self-teaching paradigm with eye tracking to detail the process by which complex pseudowords are learned. With this methodology, we explored the visual processing and learning of complex pseudowords, as well as the transfer of that learning. We explore visual processing across exposures during the initial reading task and then measure learning and transfer in orthographic choice and spelling tasks. Results: Online eye movement monitoring during the repeated reading of complex pseudowords revealed that visual processing varied across exposures with key differences based on word type Further, data from both dictation and eye movements recorded during the orthographic choice task suggested stronger learning of morphologically than orthographically complex pseudowords after four encounters. Finally, results suggested that learning transfer occurred, with similar levels of accurate recognition of new pseudowords that were morphologically or orthographically related to pseudowords learned during the reading phase than of new pseudowords never read. Conclusions: The present study provides new insights into theory and methodological discussions of orthographic learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01