ERIC Number: EJ1203392
Record Type: Journal
Publication Date: 2019-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-0423
EISSN: N/A
Establishing Word Representations through Reading and Spelling: Comparing Degree of Orthographic Learning
Conrad, Nicole J.; Kennedy, Kathleen; Saoud, Wafa; Scallion, Laura; Hanusiak, Laura
Journal of Research in Reading, v42 n1 p162-177 Feb 2019
Skilled reading involves rapid and automatic word recognition. Through a self-teaching process, phonological decoding during reading is thought to establish the word-specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty-eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency.
Descriptors: Spelling, Reading Processes, Word Recognition, Phonology, Decoding (Reading), Comparative Analysis, Grade 2, Elementary School Students, Written Language, Correlation, Memory
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A