Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance.

Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

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Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2021.11.3.2 ◽

2021 ◽

Vol 11 (3) ◽

pp. 331-350

Author(s):

Sihui (Echo) Ke ◽

Dongbo Zhang

Keyword(s):

Reading Fluency ◽

Scoping Review ◽

Word Reading ◽

Reading Development ◽

Vocabulary Knowledge ◽

Target Language ◽

Morphological Instruction ◽

The Usa ◽

Novel Word Learning ◽

The Relationship

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.

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Orthographic processing and children’s word reading

Applied Psycholinguistics ◽

10.1017/s0142716418000681 ◽

2018 ◽

Vol 40 (2) ◽

pp. 509-534 ◽

Cited By ~ 1

Author(s):

S. HÉLÈNE DEACON ◽

ADRIAN PASQUARELLA ◽

EVA MARINUS ◽

TALISA TIMS ◽

ANNE CASTLES

Keyword(s):

Structural Equation ◽

Word Reading ◽

Reading Development ◽

Orthographic Knowledge ◽

Orthographic Processing ◽

Equation Modeling ◽

Phonological Decoding ◽

Third Grade Students ◽

Theories Of Reading ◽

Orthographic Learning

ABSTRACTTheories of reading development generally agree that, in addition to phonological decoding, some kind of orthographic processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of orthographic processing are key in reading development. We test here whether this is orthographic knowledge and/or orthographic learning. Whereas orthographic knowledge has been argued to reflect a child’s existing store of orthographic representations, orthographic learning is concerned with the ability to form these representations. In a longitudinal study of second- and third-grade students, we evaluate the relations between these two aspects of orthographic processing and word-reading outcomes. The results of our analyses show that variance captured by orthographic knowledge overlaps with that of word reading, to the point that they form a single latent word-reading factor. In contrast, orthographic learning is distinctive from this factor. Further, structural equation modeling demonstrates that early orthographic learning was related to gains in word reading skills. We discuss the implications of these findings for theories of word-reading development.

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