Journal article

The nature of orthographic learning in self-teaching: Testing the extent of transfer

Rebecca Tucker, Anne Castles, Annie Laroche, S Helene Deacon

Journal of Experimental Child Psychology | ELSEVIER SCIENCE INC | Published : 2016

Abstract

The current study was designed to test how orthographic learning, or the learning of the spelling patterns of words, happens within the self-teaching paradigm. One possibility is that orthographic learning occurs on a word-specific basis. Two other possibilities are that orthographic learning transfers specifically to the processing of novel words that are morphologically related or that it transfers to novel words that are orthographically similar, regardless of morphological relationship. In an orthographic learning paradigm, we asked children in Grades 3 and 5 to read nonwords embedded in short stories. In a between-participants design, some children read nonwords that were base forms, ot..

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Grants

Awarded by Social Sciences and Humanities Research Council (SSHRC)


Awarded by Natural Sciences and Engineering Research Council (NSERC) of Canada


Funding Acknowledgements

We are grateful to the children, parents, teachers, and principals of Enfield, Elmsdale, and Uniacke district schools and also of Chiganois, Debert, and North River elementary schools for their support of this research. We received funding for this research from the Social Sciences and Humanities Research Council (SSHRC) and Natural Sciences and Engineering Research Council (NSERC) of Canada (Grants 435-2012-0630 and RGPN 293300-2013, respectively).