Boosting Orthographic Learning During Independent Reading

Abstract The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2–6 years). Results demonstrate the occurrence of rapid orthographic learning during intervention and reliable retention of it in maintenance checks, despite the participants’ insufficiently developed phonological skills. Observations of the participants’ behavior further suggest fingerspelling to function as an effective mediator in the initial development of robust detailed orthographic lexicon. Analyzes also indicate that “learning through action” and “relevance to the task” provide two key factors in relation to the promotion of orthographic learning, with their absence creating an obvious vacuum in this regard. Insights from the study are discussed with reference to their implication for the development of learning materials and learning environments for prelingually deaf and other novice learners.

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Orthographic learning through self-teaching among learners of English as a second language

Reading and Writing ◽

10.1007/s11145-020-10115-4 ◽

2021 ◽

Author(s):

Yixun Li ◽

Min Wang ◽

Daniel Espinas

Keyword(s):

Second Language ◽

Orthographic Learning

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A Comparison of Three Instructional Approaches in Teaching the Use of the Abridged Readers' Guide to Periodical Literature

Journal of Educational Technology Systems ◽

10.2190/9lxx-v8lp-f7ud-0rvc ◽

1984 ◽

Vol 12 (3) ◽

pp. 241-247

Author(s):

Stephen W. Zsiray

Keyword(s):

Middle School ◽

Information Retrieval ◽

Statistical Analysis ◽

Instructional Delivery ◽

Delivery Systems ◽

Instructional Effectiveness ◽

Independent Reading ◽

Periodical Literature ◽

Library Media ◽

English Classes

The age of information is upon us and as educators we must teach students how to retrieve information. Three instructional delivery systems were compared for effectiveness in the teaching of library media information retrieval skills. These were: 1) microcomputer-based courseware, 2) lecture, and 3) independent-reading. The eighth grade English classes at the Butler Middle School were randomly selected for placement in one of the above groups. As a result of the study, the statistical analysis indicated that the microcomputer-based courseware was identical in instructional effectiveness to the lecture approach. In addition, both the microcomputer-based and the lecture approach were more effective than the independent-reading method.

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