Phonological recoding and rapid orthographic learning in third-graders’ silent reading: A critical test of the self-teaching hypothesis

THIS STUDY COMPARED THE EFFECTIVENESS OF TWO SPELLING STRATEGIES (TRADITIONAL VERSUS SELF-CORRECTION) ON THE SPELLING PERFORMANCE OF SIX LOW-ACHIEVING THIRD-GRADE STUDENTS. THIS STUDY EXTENDS THE FINDINGS BY McNEISH, HERON, AND OKYERE (1992), IN WHICH SELF-CORRECTION WAS FOUND TO BE EFFECTIVE IN IMPROVING THE SPELLING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES. IN THE CURRENT STUDY, THE TRADITIONAL SPELLING INSTRUCTIONAL STRATEGY CONSISTED OF THE STUDENTS BEING ENGAGED IN SEVERAL DIFFERENT INSTRUCTIONAL TACTICS MONDAYS THROUGH THURSDAYS. THE SELF-CORRECTION METHOD PROVIDED EACH STUDENT AN OPPORTUNITY TO SPELL EACH WORD CORRECTLY ON HIS OR HER SPELLING LIST AND THEN COMPARE HIS OR HER EFFORT TO AN ANSWER KEY. IN THE SELF-CORRECTION CONDITION, EACH OF THE 6 SUBJECTS IMPROVED HIS OR HER MEAN SCORE ON THE WEEKLY SPELLING TESTS OVER HIS OR HER MEAN PERFORMANCE IN THE TRADITIONAL CONDITION. FURTHER, THE SELF-CORRECTION STRATEGY PROVED MORE EFFECTIVE IN HELPING STUDENTS TO MAINTAIN THEIR ABILITY TO CORRECTLY SPELL PREVIOUSLY LEARNED WORDS.

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Orthographic Learning During Oral and Silent Reading

Scientific Studies of Reading ◽

10.1080/10888430709336634 ◽

2007 ◽

Vol 11 (1) ◽

pp. 55-71 ◽

Cited By ~ 36

Author(s):

Peter F. de Jong ◽

David L. Share

Keyword(s):

Silent Reading ◽

Orthographic Learning

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The Effects of a Holistic Creativity Program on the Self-Concept and Creativity of Third Graders*

The Journal of Creative Behavior ◽

10.1002/j.2162-6057.1992.tb01173.x ◽

1992 ◽

Vol 26 (3) ◽

pp. 165-171 ◽

Cited By ~ 17

Author(s):

MARY ANN FLAHERTY

Keyword(s):

Third Graders ◽

The Self ◽

Self Concept

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Correlates of orthographic learning in third-grade children's silent reading

Journal of Research in Reading ◽

10.1111/j.1467-9817.2007.00335.x ◽

2007 ◽

Vol 30 (2) ◽

pp. 115-128 ◽

Cited By ~ 40

Author(s):

Judith A. Bowey ◽

Robyn Miller

Keyword(s):

Silent Reading ◽

Third Grade ◽

Orthographic Learning

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Individuals with Intellectual Disability Can Self-Teach in Reading

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-118.2.108 ◽

2013 ◽

Vol 118 (2) ◽

pp. 108-123 ◽

Cited By ~ 4

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.

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