Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis

1999 ◽  
Vol 72 (2) ◽  
pp. 95-129 ◽  
Author(s):  
David L. Share
Keyword(s):  
The Self ◽  
Phonological Recoding ◽  
Direct Test ◽  
Orthographic Learning

Does phonological recoding occur during silent reading, and is it necessary for orthographic learning?

2009 ◽  
Vol 104 (3) ◽  
pp. 267-282 ◽  
Author(s):  
Peter F. de Jong ◽  
Daniëlle J.L. Bitter ◽  
Margot van Setten ◽  
Eva Marinus
Keyword(s):  
Silent Reading ◽  
Phonological Recoding ◽  
Orthographic Learning

Individuals with Intellectual Disability Can Self-Teach in Reading

2013 ◽  
Vol 118 (2) ◽  
pp. 108-123 ◽  
Author(s):  
Susan J. Loveall ◽  
Frances A. Conners
Keyword(s):  
Intellectual Disability ◽  
The Self ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Mental Age ◽  
Specific Letter ◽  
Orthographic Learning

Abstract Previous research has suggested that individuals with intellectual disability (ID) underperform in several areas of reading compared to mental age–matched peers. However, it is unclear how they compare on orthographic aspects of reading, which have to do with learning and matching the specific letter patterns in words. The leading approach to understanding orthographic learning is the self-teaching hypothesis, which suggests that orthographic learning is acquired through the experience of phonologically recoding words. The present study was a first test of the self-teaching hypothesis for individuals with ID in comparison to a group of typically developing children matched on verbal mental age. Results indicated that both groups were able to self-teach.

The role of phonological recoding in orthographic learning

2006 ◽  
Vol 93 (2) ◽  
pp. 166-185 ◽  
Author(s):  
Christiane S. Kyte ◽  
Carla J. Johnson
Keyword(s):  
Phonological Recoding ◽  
Orthographic Learning

The General Factors of Personality Disorder, Psychopathology, and Personality

2021 ◽  
pp. 1-31
Author(s):  
Gillian A. McCabe ◽  
Joshua R. Oltmanns ◽  
Thomas A. Widiger
Keyword(s):  
Personality Disorder ◽  
The Self ◽  
General Factor ◽  
Direct Test ◽  
Dsm 5 ◽  
Criterion A ◽  
P Factor ◽  
Occupational Dysfunction

There is considerable interest in the study of the general factors of personality disorder (g-PD), psychopathology (p factor), and personality (GFP). One prominent interpretation of the g-PD is that it is defined by the self-interpersonal impairments of Criterion A of the DSM-5 Section III. However, no study has directly tested this hypothesis as no prior g-PD study has included a measure of Criterion A. The current study provides a direct test of this hypothesis, along with comparing g-PD with the general factors of psychopathology and personality. Also extracted was a common general factor across all three domains. Suggested herein is that the g-PD, the p factor, and the GFP reflect the impairments (e.g., social and occupational dysfunction) that are secondary to the traits and disorders rather than the traits and/or disorders themselves.

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