ERIC Number: EJ1173883
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study
Zhao, Jingjing; Li, Tong; Elliott, Mark A.; Rueckl, Jay G.
Scientific Studies of Reading, v22 n3 p191-208 2018
This article reports two experiments in which the artificial orthography paradigm was used to investigate the mechanisms underlying learning to read. In each experiment, participants were taught the meanings and pronunications of words written in an unfamiliar orthography, and the statistical structure of the mapping between written and spoken forms (O-P) was manipulated independently of the mapping between written forms and their meanings (O-S). Our results support three main conclusions. First, the statistical structure of O-P and O-S mappings determined how easily each of those mappings was learned, suggesting that the learning of both mappings engages a common statistical learning mechanism. Second, learning to read is a cooperative process, in that learning in any particular component of the reading system is influenced by knowledge stored in the rest of the system. Finally, knowledge of sublexical regularities can be acquired as the result of exposure to words embodying those regularities.
Descriptors: Cooperative Learning, Reading Instruction, Orthographic Symbols, Pronunciation, Models, Experiments, Phonology, Phonological Awareness, Semantics, Undergraduate Students, Chinese, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Connecticut
Grant or Contract Numbers: P01HD001994; HD070837; P20HD091013