Ricketts, Jessie, Bishop, Dorothy V. M., Pimperton, Hannah and Nation, Kate (2011) The role of self-teaching in learning orthographic and semantic aspects of new words. Scientific Studies of Reading, Vol.15 (No.1). pp. 47-70. doi:10.1080/10888438.2011.536129

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Abstract

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.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics
Divisions:	Faculty of Social Sciences > Institute of Education ( -2013)
Library of Congress Subject Headings (LCSH):	Children -- Language, English language -- Orthography and spelling, Language and languages -- Orthography and spelling, Semantic memory, Learning, Psychology of, Language acquisition
Journal or Publication Title:	Scientific Studies of Reading
Publisher:	Routledge
ISSN:	1088-8438
Official Date:	2011
Dates:	Date Event 2011 Published
Volume:	Vol.15
Number:	No.1
Page Range:	pp. 47-70
DOI:	10.1080/10888438.2011.536129
Status:	Peer Reviewed

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