Phonological recoding and rapid orthographic learning in third-graders' silent reading: A critical test of the self-teaching hypothesis

Article Abstract:

A study is conducted to examine rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. The result suggests that although rapid orthographic learning might occur in the absence of successful phonological recording, children who can recode unfamiliar nonwords accurately construct more fully specified orthographic representations of target nonwords.

Education, Primary, Primary education

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Testing the protracted lexical restructuring hypothesis: the effects of position and acoustic - phonetic clarity on sensitivity to mispronunciations in children and adults

Article Abstract:

A study examines the impact of position and acoustic-phonetics clarity on pronunciation by children and adult. Focus is on lexical restructuring hypothesis.

Science & research, Research, Lexical phonology, Educational aspects, Pronunciation, Acoustics research

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The role of phonological recoding in orthographic learning

Article Abstract:

A study examines the role of phonological recoding in orthographic learning.

Analysis, Usage, Education, Phonetics, Linguistics, Teaching methods

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