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The role of phonological recoding in orthographic learning
Christiane S Kyte1, Carla J Johnson
1Graduate Department of Speech-Language Pathology, University of Toronto, Toronto, Ont., Canada. c.kyte@utoronto.ca
Journal of Experimental Child Psychology
|October 26, 2005
Summary
Phonological recoding is crucial for orthographic learning, supporting the self-teaching hypothesis. This study shows that reading words aloud, which aids phonological recoding, leads to better visual word recognition skills than concurrent articulation.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- The self-teaching hypothesis posits that phonological recoding facilitates orthographic learning.
- Understanding the mechanisms of visual word recognition is key to improving reading skills.
Purpose of the Study:
- To investigate if orthographic learning is a consequence of phonological recoding.
- To test the predictions of the self-teaching hypothesis in school-aged children.
Main Methods:
- 32 fourth and fifth graders participated.
- Lexical decision tasks were performed under two conditions: read aloud (promoting phonological recoding) and concurrent articulation (attenuating phonological recoding).
- Orthographic learning was assessed using orthographic choice, spelling, and naming tasks.
Main Results:
- Pseudowords learned via phonological recoding (read aloud condition) showed significantly greater orthographic learning.
- Concurrent articulation condition resulted in less orthographic learning compared to the read aloud condition.
Conclusions:
- Phonological recoding plays a critical role in the development of visual word recognition.
- The findings support the self-teaching hypothesis regarding the link between phonological recoding and orthographic lexicon development.