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ERIC Number: EJ1073801
Record Type: Journal
Publication Date: 2015-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0090-6905
Implicit Learning of Written Regularities and Its Relation to Literacy Acquisition in a Shallow Orthography
Nigro, Luciana; Jiménez-Fernández, Gracia; Simpson, Ian C.; Defior, Sylvia
Journal of Psycholinguistic Research, v44 n5 p571-585 Oct 2015
Some research on literacy acquisition suggests that implicit learning processes may be related to reading and writing proficiency in English, which is a deep orthography. However, little research has been done to determine if the same is true in shallow orthographies. Here, we investigated whether the implicit learning ability of third grade Spanish speaking children was related to their reading and writing abilities. Twenty eight children viewed pseudowords which all adhered to untaught graphotactic rules and were later assessed to determine their implicit learning of these rules. The children's reading and writing abilities were also assessed using standardized tests. No correlations were found between the participants' level of implicit learning and their performance on reading tasks or on a pseudoword writing task, suggesting that implicit learning is not strongly related to the acquisition of phonological regularities in a shallow orthography. A correlation was found between recognition of previously seen exemplars and the ability to spell inconsistent words which require word specific knowledge to resolve the spelling inconsistencies. This result suggests that implicit learning mechanisms may play a role in the acquisition of lexical knowledge and thus, in writing proficiency.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A