Goal-Directedness Enhances Letter-Speech Sound Learning and Consolidation in an Unknown Orthography

Autor/inn/en	Verwimp, Cara; Snellings, Patrick; Wiers, Reinout W.; Tijms, Jurgen
Titel	Goal-Directedness Enhances Letter-Speech Sound Learning and Consolidation in an Unknown Orthography
Quelle	In: Child Development, 94 (2023) 4, S.836-852 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verwimp, Cara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13901
Schlagwörter	Phoneme Grapheme Correspondence; Speech Communication; Language Acquisition; Reading Processes; Goal Orientation; Reading Ability; Sleep; Comparative Analysis; Task Analysis; Learning Processes; Preschool Children; Indo European Languages; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Leseprozess; Zielorientierung; Zielvorstellung; Reading competence; Lesekompetenz; Schlaf; Aufgabenanalyse; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Indoeuropäisch; Ausland; Niederlande
Abstract	This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M[subscript age] = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal-directed children were faster and more efficient in learning a new script and had better learning outcomes compared to children who were not instructed about the goal of the task. This study demonstrates that directing children toward the goal can promote L-SS learning and consolidation, giving insights into how top-down control influences the initial phase of reading acquisition. (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