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ERIC Number: EJ1125714
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8438
EISSN: N/A
Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning
Wang, Hua-Chen; Wass, Malin; Castles, Anne
Scientific Studies of Reading, v21 n1 p5-16 2017
Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group of 63 children ages 8-10 completed an orthographic learning task and three types of paired-associate learning task: visual-visual, visual-verbal, and verbal-verbal. The results showed that both visual-verbal and verbal-verbal (but not visual-visual) paired-associate learning ability were associated with success in learning the spellings of novel words. Moreover, hierarchical regression analyses showed that visual-verbal paired-associate learning predicted orthographic learning even after phonological decoding skill and existing orthographic knowledge had been accounted for. We propose that paired-associate learning ability may be one of the underlying mechanisms of orthographic learning, facilitating the connection between the phonology and orthographic representation of a word.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A