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ERIC Number: EJ906351
Record Type: Journal
Publication Date: 2011-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0965
An Individual Differences Analysis of the Self-Teaching Hypothesis
Conners, Frances A.; Loveall, Susan J.; Moore, Marie S.; Hume, Laura E.; Maddox, Christopher D.
Journal of Experimental Child Psychology, v108 n2 p402-410 Feb 2011
The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7-9 years of age) completed tests of phonological recoding, word identification, and orthographic knowledge. The relation of phonological recoding and word identification was significantly mediated by orthographic knowledge. Furthermore, two aspects of orthographic knowledge (perhaps word-specific and general orthographic knowledge) mediated different variance shared between phonological recoding and word identification. Results support an individual differences version of the self-teaching hypothesis and emphasize the importance of phonological recoding in the primary curriculum. (Contains 2 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A