The effect of spacing versus massing on orthographic learning

Journal article


Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Reichle, Erik D., Nation, Kate and Castles, Anne. (2023). The effect of spacing versus massing on orthographic learning. Reading Research Quarterly. 58(3), pp. 361-372. https://doi.org/10.1002/rrq.492
AuthorsWegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Reichle, Erik D., Nation, Kate and Castles, Anne
Abstract

Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult readers (N = 120) read aloud 16 sentences containing an embedded pseudoword a total of four times. Half of the items were temporally distributed (appearing once in each of four blocks), while half were massed (read on four consecutive trials within a block). After a short delay, learning was assessed using tests of recognition (orthographic choice) or recall (spelling to dictation or letter cue spelling). There was a significant effect of spacing across all outcome measures (all p < .001). When the magnitude of the spacing effect was compared across these three measures, letter cue spelling showed a significantly larger spacing effect than spelling to dictation (p = .039) while orthographic choice did not significantly differ from either (both p > .05). These findings indicate that temporal spacing influences the learning of orthographic form, regardless of the outcome measure used.

Year2023
JournalReading Research Quarterly
Journal citation58 (3), pp. 361-372
PublisherWiley Periodicals LLC
ISSN0034-0553
Digital Object Identifier (DOI)https://doi.org/10.1002/rrq.492
Scopus EID2-s2.0-85144981695
Open accessPublished as ‘gold’ (paid) open access
Page range361-372
FunderAustralian Research Council (ARC)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online28 Dec 2022
Publication process dates
Accepted09 Dec 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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