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Children reading spoken words : Interactions between vocabulary and orthographic expectancy
Wegener, Signy Wang, Hua-Chen de Lissa, Peter Robidoux, Serje Nation, Kate Castles, Anne
Wegener, Signy
Wang, Hua-Chen
de Lissa, Peter
Robidoux, Serje
Nation, Kate
Castles, Anne
Abstract
There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., ‘nesh’, ‘coib’), but no training on another set. The words were assigned spellings that were either predictable from phonology (e.g., nesh) or unpredictable (e.g., koyb). These were subsequently shown in print, embedded in sentences. Reading times were shorter for orally familiar than unfamiliar items, and for words with predictable than unpredictable spellings but, importantly, there was an interaction between the two: children demonstrated a larger benefit of oral familiarity for predictable than for unpredictable items. These findings indicate that children form initial orthographic expectations about spoken words before first seeing them in print. A video abstract of this article can be viewed at: https://youtu.be/jvpJwpKMM3E.
Keywords
Date
2018
Type
Journal article
Journal
Developmental Science
Book
Volume
21
Issue
3
Page Range
1-9
Article Number
Article e12577
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open