Semantic and Phonological Decoding in Children’s Orthographic Learning in Chinese

2020 ◽  
pp. 1-16
Author(s):  
Luan Li ◽  
Eva Marinus ◽  
Anne Castles ◽  
Miao-Ling Hsieh ◽  
Hua-Chen Wang
Keyword(s):  
Phonological Decoding ◽  
Orthographic Learning

Orthographic processing and children’s word reading

2018 ◽  
Vol 40 (2) ◽  
pp. 509-534 ◽  
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.

scholarly journals Orthographic Learning in Children Who Are Deaf or Hard of Hearing

2019 ◽  
Vol 50 (1) ◽  
pp. 99-112 ◽  
Author(s):  
Malin Wass ◽  
Teresa Y. C. Ching ◽  
Linda Cupples ◽  
Hua-Chen Wang ◽  
Björn Lyxell ◽  
...  
Keyword(s):  
Hearing Aids ◽  
Hard Of Hearing ◽  
Reading Ability ◽  
Paired Associate ◽  
Recognition Task ◽  
Paired Associate Learning ◽  
Profound Hearing Loss ◽  
Associate Learning ◽  
Phonological Decoding ◽  
Orthographic Learning

Purpose The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Method Eighteen children diagnosed with moderate-to-profound hearing loss who use hearing aids and/or cochlear implants participated. Their performance was compared with 35 age-matched controls with typical hearing. Orthographic learning was evaluated using a spelling task and a recognition task. The children were assessed on measures of reading ability, language, working memory, and paired-associate learning. Results On average, the DHH group performed more poorly than the TH controls on the spelling measure of orthographic learning, but not on the recognition measure. For both groups of children, there were significant correlations between orthographic learning and phonological decoding and between visual–verbal paired-associate learning and orthographic learning. Conclusions Although the children who are DHH had lower scores in the spelling test of orthographic learning than their TH peers, measures of their reading ability revealed that they acquired orthographic representations successfully. The results are consistent with the self-teaching hypothesis in suggesting that phonological decoding is important for orthographic learning.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Developing Reading Skills in Prelingually Deaf Preschool Children: Fingerspelling as a Strategy to Promote Orthographic Learning

2021 ◽  
Author(s):  
Paul Miller ◽  
Efrat Banado-Aviran ◽  
Orit E Hetzroni
Keyword(s):  
Intervention Program ◽  
Orthographic Knowledge ◽  
Single Subject ◽  
Initial Development ◽  
Semantic Categories ◽  
Single Subject Research ◽  
Phonological Knowledge ◽  
Multiple Probe ◽  
Orthographic Learning ◽  
Prelingually Deaf

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.

Differentiation of radical processing strategies in character decoding by L2 learners of Chinese according to L1-type

2020 ◽  
Vol 6 (2) ◽  
pp. 313-331
Author(s):  
Clay Williams ◽  
Yuko Uchima
Keyword(s):  
Language Learning ◽  
Phonological Processing ◽  
Early Stage ◽  
Language Teachers ◽  
Phonological Decoding ◽  
Chinese Language Teachers ◽  
Processing Strategies ◽  
Character Identification ◽  
Semantic Radical ◽  
Advanced Proficiency

Abstract This study investigates the productive use of semantic and phonetic radicals for Chinese character decoding by Chinese as a foreign language (CFL) learners at different levels of L2 proficiency, focusing on the application of radical knowledge according to the learners’ L1 language families. Using a pseudo-word test developed by Williams, Clay. 2014. The development of intra-character radical awareness in L1 Chinese children: Changing strategies. Journal of the Chinese Language Teachers Association 49(2). 1–26 to measure subject preference for semantic versus phonological decoding processes, subjects are asked to match a provided definition and pronunciation with a character in a multiple choice format which included two pseudo characters designed with radicals which corresponded with the provided definition or pronunciation, respectively. The results demonstrate that reliance on semantic or phonological radicals for character identification varies according to the L1 of the CFL learners; subjects whose L1 is relatively orthographically transparent predominantly make use of phonological processing strategies at all levels of proficiency, whereas those whose L1 are more orthographically opaque demonstrate more malleable processing preferences, with relatively strong semantic radical reliance in the early stage of their language learning, and considerable variability between semantic and phonological processing at intermediate and advanced proficiency levels. The findings suggest that developmental trends of using radical decoding strategies differ among CFL learner groups with varying L1 literacy strategy preferences.

Boosting Orthographic Learning During Independent Reading

2016 ◽  
Vol 51 (3) ◽  
pp. 305-322
Author(s):  
Anne-Mette Veber Nielsen
Keyword(s):  
Independent Reading ◽  
Orthographic Learning
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