An individual differences analysis of the self-teaching hypothesis

Journal of Experimental Child Psychology

Volumn 108, Issue 2, 2011, Pages 402-410

  Conners, Frances A ^a   Loveall, Susan J ^a   Moore, Marie S ^a   Hume, Laura E ^b   Maddox, Christopher D ^c  

^a UNIVERSITY OF ALABAMA   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Individual differences; Orthographic learning; Phonological recoding; Reading; Self teaching hypothesis; Word identification

Indexed keywords

ARTICLE; ATTENTION; CHILD; FEMALE; HUMAN; INDIVIDUALITY; LEARNING; MALE; READING; SEMANTICS; VERBAL BEHAVIOR; WRITING;

ASSOCIATION LEARNING; ATTENTION; CHILD; FEMALE; GENERALIZATION (PSYCHOLOGY); HUMANS; INDIVIDUALITY; MALE; PRACTICE (PSYCHOLOGY); READING; SEMANTICS; VERBAL BEHAVIOR; VERBAL LEARNING; WRITING;

EID: 78649960926     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2010.09.009     Document Type: Article

References (30)

1. Bowey J.A., Miller R. Correlates of orthographic learning in third-grade children's silent reading. Journal of Research in Reading 2007, 30:115-128.
2. Bowey J.A., Muller D. Phonological recoding and rapid orthographic learning in third-graders' silent reading: A critical test of the self-teaching hypothesis. Journal of Experimental Child Psychology 2005, 92:203-219.
3. Coltheart M., Rastle K., Perry C., Langdon R., Ziegler J. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review 2001, 108:204-256.
4. Cunningham A.E. Accounting for children's orthographic learning while reading text: Do children self-teach?. Journal of Experimental Child Psychology 2006, 95:56-77.
5. Cunningham A.E., Perry K.E., Stanovich K.E. Converging evidence for the concept of orthographic processing. Reading and Writing 2001, 14:549-568.
6. Cunningham A.E., Perry K.E., Stanovich K.E., Share D.L. Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology 2002, 82:185-199.
7. de Jong P.F., Bitter D.J.L., van Setten M., Marinus E. Does phonological recoding occur during silent reading, and is it necessary for orthographic learning?. Journal of Experimental Child Psychology 2009, 104:267-282.
8. de Jong P.F., Share D.L. Orthographic learning during oral and silent reading. Scientific Studies of Reading 2007, 11:55-71.
9. Ehri L. Development of the ability to read words. Handbook of reading research 1991, Vol. 2:383-417. Longman, New York.
10. Hultquist A.M. Orthographic processing abilities of adolescents with dyslexia. Annals of Dyslexia 1997, 47:89-114.
11. Jorm A.F., Share D.L. Phonological recoding and reading acquisition. Applied Psycholinguistics 1983, 4:103-147.
12. Kaufman A.S., Kaufman N.L. Kaufman Brief Intelligence Test-Second Edition 2004, American Guidance Service, Circle Pines, MN.
13. Kyte C.S., Johnson C.J. The role of phonological recoding in orthographic learning. Journal of Experimental Child Psychology 2006, 93:166-185.
14. Massaro D.W., Taylor G.A., Venezky R.L., Jastrzembski J.E., Lucas P.A. Letter and word perception: Orthographic structure and visual processing in reading 1980, North Holland, Amsterdam.
15. Nation K., Angell P., Castles A. Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context. Journal of Experimental Child Psychology 2006, 96:71-84.
16. Olson R.K., Forsberg H., Wise B. Genes, environment, and the development of orthographic skills. Varieties of orthographic knowledge, Vol. 1: Theoretical and developmental issues 1994, 27-71. Kluwer, Dordrecht, Netherlands. V.W. Berninger (Ed.).
17. Olson R.K., Forsberg H., Wise B., Rack J. Measurement of word recognition, orthographic, and phonological skills. Frames of reference for the assessment of learning disabilities: New views on measurement issues 1994, 243-277. Paul H. Brookes, Baltimore, MD. G.R. Lyon (Ed.).
18. Ouellette G., Fraser J.R. What exactly is a "yait" anyway: The role of semantics in orthographic learning. Journal of Experimental Child Psychology 2009, 104:239-251.
19. Perfetti C., Hart L. The lexical quality hypothesis. Precursors of functional literacy 2002, Vol. 11:67-86. John Benjamins, Amsterdam.
20. Preacher K.J., Hayes A.F. SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods 2004, 36:717-731.
21. Preacher K.J., Hayes A.F. Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods 2008, 40:879-891.
22. Seidenberg M.S., McClelland J.L. A distributed, developmental model of word recognition and naming. Psychological Review 1989, 96:523-568.
23. Share D.L. Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 1995, 55:151-218.
24. Share D.L. Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology 1999, 72:95-129.
25. Share D.L. Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology 2004, 87:267-298.
26. Siegel L.S., Share D.L., Geva E. Dyslexics have orthographic skills that are superior to normal readers. Psychological Science 1995, 6:250-254.
27. Stanovich K.E., Siegel L.S. Phenotypic performance profile for children with reading disabilities: A regression-based test of the phonological-core variable difference model. Journal of Educational Psychology 1994, 86:24-53.
28. Stanovich K.E., West R.F. Exposure to print and orthographic processing. Reading Research Quarterly 1989, 24:402-433.
29. Treiman R. Beginning to spell: A study of first grade children 1993, Oxford University Press, New York.
30. Woodcock R. Woodcock Reading Mastery Tests-Revised-Normative Update 1998, American Guidance Service, Circle Pines, MN.