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Related Experiment Video

Updated: Jun 6, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

An individual differences analysis of the self-teaching hypothesis.

Frances A Conners¹, Susan J Loveall, Marie S Moore

¹Department of Psychology, University of Alabama, Tuscaloosa, AL 35487, USA. fconners@bama.ua.edu

Journal of Experimental Child Psychology

|November 16, 2010

Summary

Children learn word structure by sounding out words, according to the self-teaching hypothesis. Orthographic knowledge significantly mediates this process, supporting its importance in early reading development.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Area of Science:

Cognitive psychology
Developmental psychology
Educational psychology

Background:

The self-teaching hypothesis posits that phonological recoding aids children in acquiring orthographic word knowledge.
Understanding the mechanisms of early reading acquisition is crucial for effective literacy instruction.

Purpose of the Study:

To conduct an individual differences analysis of the self-teaching hypothesis.
To investigate the mediating role of orthographic knowledge in the relationship between phonological recoding and word identification.

Main Methods:

A study involving 40 children in Grades 2 and 3 (7-9 years old).
Participants completed assessments of phonological recoding, word identification, and orthographic knowledge.

Main Results:

Orthographic knowledge significantly mediated the relationship between phonological recoding and word identification.
Distinct aspects of orthographic knowledge (word-specific and general) differentially mediated the shared variance between phonological recoding and word identification.

Conclusions:

Results support an individual differences perspective on the self-teaching hypothesis.
Phonological recoding is emphasized as a critical skill for early reading curricula.