The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

Autor/inn/en	Ricketts, Jessie; Bishop, Dorothy V. M.; Pimperton, Hannah; Nation, Kate
Titel	The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words
Quelle	In: Scientific Studies of Reading, 15 (2011) 1, S.47-70 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Independent Study; Children; Semantics; Spelling; Pattern Recognition; Cues; Vocabulary Development; Story Reading; Decoding (Reading); Predictor Variables; Grade 3 + Suchen Sie Ihr Suchwort? Selbststudium; Child; Kind; Kinder; Semantik; Schreibweise; Mustererkennung; Stichwort; Wortschatzarbeit; Dekodierung; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated that children showed reliable semantic and orthographic learning. Decoding was the strongest predictor of orthographic learning, indicating that self-teaching via phonological recoding was important for this aspect of word learning. In contrast, oral vocabulary emerged as the strongest predictor of semantic learning. (Contains 4 tables, 1 figure and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10