ERIC Number: EJ1125719
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Differential Effects of Context and Feedback on Orthographic Learning: How Good Is Good Enough?
Martin-Chang, Sandra; Ouellette, Gene; Bond, Linda
Scientific Studies of Reading, v21 n1 p17-30 2017
In this study, students in Grade 2 read different sets of words under 4 experimental training conditions (context/feedback, isolation/feedback, context/no-feedback, isolation/no-feedback). Training took place over 10 trials, followed by a spelling test and a delayed reading posttest. Reading in context boosted reading accuracy initially; in contrast, the external support garnered from feedback resulted in heightened reading accuracy throughout training, as well as 1 week later. Different patterns were noted in spelling transfer; first, there was no effect of reading feedback on spelling at posttest. Second, the highest spelling scores were observed when children practiced reading words in isolation versus in context. In sum, providing feedback and/or context helps children read words accurately, which in turn seems to create orthographic representations that are "good enough" to support reading accuracy. However, reading in isolation seems to produce orthographic representations that are higher in quality, and therefore better able to support precise spelling.
Descriptors: Context Effect, Feedback (Response), Orthographic Symbols, Grade 2, Elementary School Students, Reading, Spelling, Pretests Posttests, Accuracy, Transfer of Training, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Wide Range Achievement Test; Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A