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ERIC Number: EJ933607
Record Type: Journal
Publication Date: 2011-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-0022-0663
Orthographic Analogies and Early Reading: Evidence from a Multiple Clue Word Paradigm
Savage, Robert S.; Deault, Louise; Daki, Julia; Aouad, Julie
Journal of Educational Psychology, v103 n1 p190-205 Feb 2011
Two experiments using a variation of the clue word analogy task (Goswami, 1986) explored whether children can make orthographic analogies when given multiple clue words, beyond the known effects of purely phonological activation. In Experiment 1, 42 children (mean age 6 years and 8 months) were first taught 3 "clue" words (e.g., "fail", "mail", "jail") and then shown target words sharing orthographic and phonological rimes (e.g., "hail"), phonological rimes (e.g., "veil"), orthographic and phonological vowel digraphs (e.g., "wait"), phonological vowel digraphs (e.g., "vein"), or unrelated controls (e.g., "bard"). All word types were advantaged at posttest over unrelated controls. A small additional advantage for orthographic and phonological rimes over phonological rimes was evident in by-participant analysis. Finally, regression analysis showed a specific relationship between onset-rime phonological awareness and orthographic rime clue word task transfer. Experiment 2 replicated Experiment 1 with 30 children (M age = 7 years, 0 months) and added a distinct group of children taught multiple clue words sharing vowel digraphs (e.g., "gait", "maim", "maid"). Results showed advantages for all words over unrelated controls and a small additional advantage for orthographic and phonological vowel digraphs over phonological vowel digraphs in the by-participant analysis. Overall, results suggest that some young children do have the ability to make orthographic analogies when given multiple exemplars but that most improvement in target word reading reflects purely phonological activation. Practical steps for identifying genuine analogy use in a subset of children are thus described. (Contains 3 footnotes, 6 tables, and 2 figures.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wide Range Achievement Test