Orthographic Learning at a Glance: On the Time Course and Developmental Onset of Self-Teaching

Autor/in	Share, David L.
Titel	Orthographic Learning at a Glance: On the Time Course and Developmental Onset of Self-Teaching
Quelle	In: Journal of Experimental Child Psychology, 87 (2004) 4, S.267-298 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2004.01.001
Schlagwörter	Grade 3; Spelling; Phonology; Recall (Psychology); Independent Study; Learning Processes; Semitic Languages; Reading Processes + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Schreibweise; Fonologie; Abberufung; Selbststudium; Learning process; Lernprozess; Arabisch; Hebräisch; Leseprozess
Abstract	Experiment 1 examined the time course of orthographic learning among Grade 3 children. A single encounter with a novel orthographic string was sufficient to produce reliable recall of orthographic detail. Moreover, newly acquired orthographic information was retained 1 month later. These data support the logistic learning functions featured in contemporary connectionist models of reading rather than a ''threshold'' model of orthographic learning. Experiments 2 and 3 examined self-teaching among novice readers. In contrast to the findings from less regular orthographies such as English and Dutch, beginning readers of a highly regular orthography (Hebrew) appear to be relatively insensitive to word-specific orthographic detail, reading in a nonlexical ''surface'' fashion. These results suggest fundamental differences between shallow and deep orthographies in the development of orthographic sensitivity. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10