Orthographic learning in learning to spell: The roles of semantics and type of practice
Orthographic learning in learning to spell: The roles of semantics and type of practice
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DOI：
10.1016/j.jecp.2010.04.009
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发表时间：
2010-09-01
影响因子：
2.6
通讯作者：
Ouellette, Gene
中科院分区：
文献类型：
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作者：
Ouellette, Gene
本研究探讨了拼写学习中正字法学习的练习类型和语义表征的存在的相关性。共有36名学生在二年级（平均年龄= 7岁10个月）暴露于10个新的非词，其中5个配对的语义信息。一半的参与者练习阅读这些新项目，而其他人则拼写它们。然后在1天和7天后对学生进行听写测试。结果显示，一个显着的主效应的实践类型有利于拼写的做法和教学条件的主要影响，在那里教项目配对语义信息拼写正确的话，往往没有语义支持。测试时间没有影响，在1周的延迟中，学习的单词被很好地保留下来，也没有任何显著的相互作用。研究结果支持的论点，拼写提供了一个很好的环境正字法学习发生。此外，语义被认为是学习拼写的一个相关因素，支持正字法学习涉及语音，正字法和语义表征的整合。(C)2010年爱思唯尔公司All rights reserved.
This study investigated the relevance of type of practice and presence of semantic representation for orthographic learning in learning to spell. A total of 36 students in Grade 2 (mean age = 7 years 10 months) were exposed to 10 novel nonwords, 5 of which were paired with semantic information. Half of the participants practiced reading these new items, whereas the others spelled them. The students were then tested 1 and 7 days later on a dictation task. Results revealed a significant main effect of practice type favoring spelling practice and a main effect of the teaching condition, where taught items paired with semantic information were spelled correctly more often than words presented without semantic support. There was no effect of testing time, with learned words being retained well over the 1-week delay, nor were there any significant interactions. The findings support the contention that spelling offers an excellent milieu for orthographic learning to occur. Furthermore, semantics are proposed as a relevant factor in learning to spell, supporting the view that orthographic learning involves the integration of phonological, orthographic, and semantic representations. (C) 2010 Elsevier Inc. All rights reserved.