Oral vocabulary and learning to read new words : A theoretical review

Journal article


Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth and Castles, Anne. (2022). Oral vocabulary and learning to read new words : A theoretical review. Australian Journal of Learning Difficulties. 27(2), pp. 253-278. https://doi.org/10.1080/19404158.2022.2097717
AuthorsWegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth and Castles, Anne
Abstract

In this theoretical review, evidence for the link between spoken and written word knowledge is summarised, highlighting the specific hypotheses posed in this field and the extent to which they are informative regarding causation. A brief overview of major theories of orthographic learning draws attention to how each characterises the role of oral vocabulary within the learning process, and the timing of its influence. The theoretical foundations and evidence for two cognitive mechanisms that seek to explain the relationship between spoken and written word knowledge are outlined, drawing attention to a key difference between them: the proposed timing of the effect. Set for variability (or mispronunciation correction) is thought to operate from the point of visual exposure, while orthographic skeletons are thought to exert an influence on written word learning that begins before exposure to written words. The review closes with a discussion of directions for future research.

Year2022
JournalAustralian Journal of Learning Difficulties
Journal citation27 (2), pp. 253-278
PublisherRoutledge
ISSN1324-8928
Digital Object Identifier (DOI)https://doi.org/10.1080/19404158.2022.2097717
Scopus EID2-s2.0-85133866501
Page range253-278
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online12 Jul 2022
Publication process dates
Accepted30 Jun 2022
Deposited12 Oct 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDP200100311
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