The role of self-teaching in learning orthographic and semantic aspects of new words
This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by t...
| Main Authors: | , , , |
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| Format: | Journal article |
| Language: | English |
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Routledge
2011
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| _version_ | 1826285381217157120 |
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| author | Ricketts, J Bishop, D Pimperton, H Nation, K |
| author_facet | Ricketts, J Bishop, D Pimperton, H Nation, K |
| author_sort | Ricketts, J |
| collection | OXFORD |
| description | This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated that children showed reliable semantic and orthographic learning. Decoding was the strongest predictor of orthographic learning, indicating that self-teaching via phonological recoding was important for this aspect of word learning. In contrast, oral vocabulary emerged as the strongest predictor of semantic learning. © 2011 Society for the Scientific Study of Reading. |
| first_indexed | 2024-03-07T01:27:58Z |
| format | Journal article |
| id | oxford-uuid:929c0369-8735-4a67-9268-50a1dae7b856 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T01:27:58Z |
| publishDate | 2011 |
| publisher | Routledge |
| record_format | dspace |
| spelling | oxford-uuid:929c0369-8735-4a67-9268-50a1dae7b8562022-03-26T23:26:45ZThe role of self-teaching in learning orthographic and semantic aspects of new wordsJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:929c0369-8735-4a67-9268-50a1dae7b856EnglishSymplectic Elements at OxfordRoutledge2011Ricketts, JBishop, DPimperton, HNation, KThis study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated that children showed reliable semantic and orthographic learning. Decoding was the strongest predictor of orthographic learning, indicating that self-teaching via phonological recoding was important for this aspect of word learning. In contrast, oral vocabulary emerged as the strongest predictor of semantic learning. © 2011 Society for the Scientific Study of Reading. |
| spellingShingle | Ricketts, J Bishop, D Pimperton, H Nation, K The role of self-teaching in learning orthographic and semantic aspects of new words |
| title | The role of self-teaching in learning orthographic and semantic aspects of new words |
| title_full | The role of self-teaching in learning orthographic and semantic aspects of new words |
| title_fullStr | The role of self-teaching in learning orthographic and semantic aspects of new words |
| title_full_unstemmed | The role of self-teaching in learning orthographic and semantic aspects of new words |
| title_short | The role of self-teaching in learning orthographic and semantic aspects of new words |
| title_sort | role of self teaching in learning orthographic and semantic aspects of new words |
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