Tracking the evolution of orthographic expectancies over building visual experience.

Journal article


Wegener, Signy, Wang, Hua-Chen, Nation, Kate and Castles, Anne. (2020). Tracking the evolution of orthographic expectancies over building visual experience. Journal of Experimental Child Psychology. 199, p. Article 104912. https://doi.org/10.1016/j.jecp.2020.104912
AuthorsWegener, Signy, Wang, Hua-Chen, Nation, Kate and Castles, Anne
Abstract

Literate children can generate expectations about the spellings of newly learned words that they have not yet seen in print. These initial spelling expectations, or orthographic skeletons, have previously been observed at the first orthographic exposure to known spoken words. Here, we asked what happens to the orthographic skeleton over repeated visual exposures. Children in Grade 4 (N = 38) were taught the pronunciations and meanings of one set of 16 novel words, whereas another set were untrained. Spellings of half the items were predictable from their phonology (e.g., nesh), whereas the other half were less predictable (e.g., koyb). Trained and untrained items were subsequently shown in print, embedded in sentences, and eye movements were monitored as children silently read all items over three exposures. A larger effect of spelling predictability for orally trained items compared with untrained items was observed at the first and second orthographic exposures, consistent with the notion that oral vocabulary knowledge had facilitated the formation of spelling expectations. By the third orthographic exposure, this interaction was no longer significant, suggesting that visual experience had begun to update children’s spelling expectations. Delayed follow-up testing revealed that when visual exposure was equated, oral training provided a strong persisting benefit to children’s written word recognition. Findings suggest that visual exposure can alter children’s developing orthographic representations and that this process can be captured dynamically as children read novel words over repeated visual exposures.

Keywordsreading development; vocabulary; eye movements; orthographic learning; word recognition; phonology
Year2020
JournalJournal of Experimental Child Psychology
Journal citation199, p. Article 104912
PublisherElsevier Inc.
ISSN0022-0965
Digital Object Identifier (DOI)https://doi.org/10.1016/j.jecp.2020.104912
PubMed ID32726725
Scopus EID2-s2.0-85088629953
Open accessPublished as green open access
Page range1-17
FunderAustralian Research Council (ARC)
Economic and Social Research Council (ESRC)
Research Training Program Scholarship (RTP), Australian Government
Author's accepted manuscript
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Open
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online27 Jul 2020
Publication process dates
Deposited12 Oct 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDP150100149
ES/M009998/1
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