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Does graphotactic knowledge influence the learning of new spellings presented in isolation?
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
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Abstract:
International audience ; wo experiments investigated whether and how the learning of spellings by Frenchthird graders is influenced by two graphotactic patterns: consonants cannot double inword-initial position (Experiment 1) and consonants cannot double after single consonants(Experiment 2). Children silently read meaningful texts that contained three types of novelspellings: no doublet (e.g., mupile, guprane), doublet in a legal position (e.g., muppile,gupprane), and doublet in an illegal position (e.g., mmupile, guprrane). Orthographiclearning was assessed with a task of spelling to dictation. In both experiments, childrenrecalled items without doublets better than items with doublets. In Experiment 1, childrenrecalled spellings with a doublet in illegal word-initial position better than spellings with adoublet in legal word-medial position, and almost all misspellings involved the omissionof the doublet. The fact that the graphotactic violation in an item like mmupile was in thesalient initial position may explain why children often remembered both the presence andthe position of the doublet. In Experiment 2, children recalled non-words with a doubletbefore a single consonant (legal, e.g., gupprane) better than those with a doublet after asingle consonant (illegal, e.g., guprrane). Omission of the doublet was the most frequenterror for both types of items. Children also made some transposition errors on items witha doublet after a single consonant, recalling for example gupprane instead of guprrane.These results suggest that, when a doublet is in the hard-to-remember medial position,children sometimes remember that an item contains a doublet but not which letter isdoubled. Their knowledge that double consonants can occur before but not after singleconsonants leads to transposition errors on items like guprrane. These results shed newlight on the conditions under which children use general knowledge about the graphotacticpatterns of their writing system to reconstruct spellings.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SCCO]Cognitive science; Graphotacics; Implicit learning; Orthographic learning; Spelling; Statistical learning
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URL: https://hal.archives-ouvertes.fr/hal-03158216
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Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
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