ERIC Number: EJ785445
Record Type: Journal
Publication Date: 2008-Feb
Reference Count: 61
The Role of Feedback from Phonology to Orthography in Orthographic Learning: An Extension of Item-Based Accounts
McKague, Meredith; Davis, Chris; Pratt, Chris; Johnston, Michael B.
Journal of Research in Reading, v31 n1 p55-76 Feb 2008
Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the "meanings" for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology-to-orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel-preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback-consistent instantiated words were recognised significantly faster in lexical decision than feedback-inconsistent instantiated words, and facilitation was significantly greater from consonant-preserving than vowel-preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning.
Descriptors: Phonemes, Phonology, Feedback (Response), Phoneme Grapheme Correspondence, Word Recognition, Reading Processes, Beginning Reading, Language Research
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Publication Type: Journal Articles; Reports - Evaluative
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