NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ899232
Record Type: Journal
Publication Date: 2007-Jan
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0142-7164
EISSN: N/A
Beginners Remember Orthography when They Learn to Read Words: The Case of Doubled Letters
Wright, Donna-Marie; Ehri, Linnea C.
Applied Psycholinguistics, v28 n1 p115-133 Jan 2007
Sight word learning and memory were studied to clarify how early during development readers process visual letter patterns that are not dictated by phonology, and whether their word learning is influenced by the legality of letter patterns. Forty kindergartners and first graders were taught to read 12 words containing either single consonants (e.g., FAN) or doubled consonants in initial illegal or final legal positions (e.g., RRUG or JETT). Children required fewer trials to learn to read legally spelled words with single or doubled consonants than illegally spelled words containing initial doublets. On a spelling posttest, children recalled single consonants somewhat better than final doublets, and final doublets much better than initial illegal doublets. More advanced beginning readers tended to regularize illegal initial doublets by doubling the final rather than initial consonants when they wrote these words. Poorer learning and memory for initial doublets occurred despite the salience of their position in words. Findings indicate that beginning readers use orthographic patterns to read and remember words earlier than predicted by phase theory, but their memory is constrained by their knowledge of written word structure.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A