Predictors of Orthographic Learning of Regular and Irregular Words

TLDR

The study builds on the self‑teaching hypothesis, which proposes that decoding experience supports the acquisition of orthographic representations. The study aimed to examine how reading and language skills predict orthographic learning of regular and irregular words and whether these effects differ by word regularity. Grade‑2 and 3 children first learned the phonology and meaning of novel words, then were exposed to their orthographic forms with either regular or irregular spelling‑sound mappings. Phonological decoding, orthographic knowledge, and vocabulary knowledge predicted orthographic learning for both regular and irregular words at the participant level, but item‑level decoding accuracy did not predict learning; moreover, item‑specific vocabulary knowledge predicted learning only for irregular words.

Abstract

Abstract The aim of this study was to explore the reading and language skills that are associated with orthographic learning and to examine whether the effects of these factors are influenced by word regularity. Grade 2 and 3 children learned the phonology and meaning of novel words and were subsequently exposed to their orthography, with either regular or irregular mappings. At the participant level, phonological decoding skill, orthographic knowledge, and vocabulary knowledge were associated with orthographic learning for both word types. However, at an item level, reading novel words correctly did not directly relate to the successful acquisition of the representations of those novel words. In addition, item-specific vocabulary knowledge was a predictor of success in orthographic learning, but only for irregular words. The findings are discussed in relation to the self-teaching hypothesis (Share, 1995).