Lexicality effects on orthographic learning in beginning and advanced readers of Dutch : An eye-tracking study

Journal article


van Viersen, Sietske, Protopapas, Athanassios, Georgiou, George K., Parrila, Rauno, Ziaka, Laoura and de Jong, Peter F.. (2022). Lexicality effects on orthographic learning in beginning and advanced readers of Dutch : An eye-tracking study. Quarterly Journal of Experimental Psychology. 75(6), pp. 1135-1154. https://doi.org/10.1177/17470218211047420
Authorsvan Viersen, Sietske, Protopapas, Athanassios, Georgiou, George K., Parrila, Rauno, Ziaka, Laoura and de Jong, Peter F.
Abstract

Orthographic learning is the topic of many recent studies about reading, but much is still unknown about conditions that affect orthographic learning and their influence on reading fluency development over time. This study investigated lexicality effects on orthographic learning in beginning and relatively advanced readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored during an orthographic learning task. Children read sentences containing pseudowords or low-frequency real words that varied in number of exposures. We examined both offline learning outcomes (i.e., orthographic choice and spelling dictation) of target items and online gaze durations on target words. The results showed general effects of exposure, lexicality, and reading-skill level. Also, a two-way interaction was found between the number of exposures and lexicality when detailed orthographic representations were required, consistent with a larger overall effect of exposure on learning the spellings of pseudowords. Moreover, lexicality and reading-skill level were found to affect the learning rate across exposures based on a decrease in gaze durations, indicating a larger learning effect for pseudowords in Grade 5 children. Yet, further interactions between exposure and reading-skill level were not present, indicating largely similar learning curves for beginning and advanced readers. We concluded that the reading system of more advanced readers may cope somewhat better with words varying in lexicality, but is not more efficient than that of beginning readers in building up orthographic knowledge of specific words across repeated exposures.

Keywordseye tracking; lexicality; literacy development; orthographic learning; reading fluency
Year2022
JournalQuarterly Journal of Experimental Psychology
Journal citation75 (6), pp. 1135-1154
PublisherSAGE Publications
ISSN1747-0218
Digital Object Identifier (DOI)https://doi.org/10.1177/17470218211047420
PubMed ID34491141
Scopus EID2-s2.0-85116064237
PubMed Central IDPMC9016678
Open accessPublished as ‘gold’ (paid) open access
Page range1135-1154
FunderNetherlands Organisation for Scientific Research (NWO)
Social Sciences and Humanities Research Council of Canada (SSHRC)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online07 Sep 2021
Publication process dates
Accepted31 Aug 2021
Deposited04 Jul 2023
Grant ID019.181SG.013
RES0029061
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