Putting the learning into orthographic learning

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.

Download Full-text

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

Download Full-text

Boosting Orthographic Learning During Independent Reading

Reading Research Quarterly ◽

10.1002/rrq.140 ◽

2016 ◽

Vol 51 (3) ◽

pp. 305-322

Author(s):

Anne-Mette Veber Nielsen

Keyword(s):

Independent Reading ◽

Orthographic Learning

Download Full-text

Universals of reading: Developmental evidence for linguistic plausibility

Behavioral and Brain Sciences ◽

10.1017/s0140525x12000052 ◽

2012 ◽

Vol 35 (5) ◽

pp. 287-288 ◽

Cited By ~ 2

Author(s):

Usha Goswami

Keyword(s):

Word Recognition ◽

Young Children ◽

Visual Word Recognition ◽

Visual Word ◽

Orthographic Knowledge ◽

Spelling Errors ◽

Complex Interactions ◽

Data Support ◽

Reading And Spelling ◽

Orthographic Learning

AbstractChildren's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.

Download Full-text