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The role of feedback from phonology to orthography in orthographic learning : an extension of item-based accounts
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Abstract:
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.
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Keyword:
170204 - Linguistic Processes (incl. Speech Production and Comprehension)
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URL: http://handle.uws.edu.au:8081/1959.7/555603 https://doi.org/10.1111/j.1467-9817.2007.00361.x
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The development of orthographic and phonological strategies for the decoding of words in children
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In: Journal of Research in Reading, 26(2): 191-204 (2003)
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Individual differences in masked orthographic and phonological priming of lexical decision in grade 5 and 6 children
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Issues in the measurement of phonological and orthographic skills
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The use of orthographic and phonological strategies for the decoding of words in children with developmental dyslexia and average readers
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In: Dyslexia, 6: 231-247 (2000)
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