Why should we take graphotactic and morphological regularities into account when examining spelling acquisition?

Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology

Volumn , Issue , 2012, Pages 333-358

  Pacton, Sébastien ^a   Deacon, Helene ^b   Borchardt, Gaelle ^a   Danjon, Juliette ^a   Fayol, Michel ^c  

^a UNIVERSITÉ PARIS DESCARTES   (France)

^b DALHOUSIE UNIVERSITY   (Canada)

^c UNIVERSITÉ CLERMONT AUVERGNE   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84919541886     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (56)

1. Alegria, J., & Mousty, P. (1996). The development of spelling procedures in French-speaking, normal and reading-disabled children: Effects of frequency and lexicality. Journal of Experimental Child Psychology, 63, 312-338.
2. Attenborough, R. (Producer & Director). (1982). Gandhi [Motion picture]. United Kingdom: International Film Investors.
3. Baron, J., & Treiman, R. (1980). Use of orthography in reading and learning to read. In J. F. Kavanagh & R. L. Venezky (Eds.), Orthography, reading, and dyslexia (pp. 171-189). Baltimore: University Park Press.
4. Borchardt, G., Treiman, R., Fayol, M., & Pacton, S. (2011). The influence of children's knowledge about graphotactic regularities on their learning of lexical knowledge. Manuscript in preparation.
5. Campbell, R., & Coltheart, M. (1984). Gandhi: The nonviolent route to spelling reform? Cognition, 17, 185-192.
6. Carlisle, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth and eighth graders. Applied Psycholinguistics, 9, 247-266.
7. Cassar, M., & Treiman, R. (1997). The beginnings of orthographic knowledge: Children's knowledge of double letters in words. Journal of Educational Psychology, 89, 631-644.
8. Cassar, M., Treiman, R., Moats, L., Pollo, T. C., & Kessler, B. (2005). How do the spellings of children with dyslexia compare with those of typical children? Reading and Writing, 18, 27-49.
9. Castles, A., & Nation, K. (2006). How does orthographic learning happen? In S. Andrews (Ed.), From inkmarks to ideas: Challenges and controversies about word recognition and reading (pp. 151-179). Hove, East Sussex: Psychology Press.
10. Clashen, H., Rothweiler, M., Woest, A., & Marcus, G. (1992). Regular and irregular inflection in the acquisition of German noun plurals. Cognition, 45, 225-255.
11. Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82, 185-199.
12. Danjon, J., & Pacton, S. (2009, September 2-5). Children's learning about properties of double letters: The case of French. Presented at the 16th European Society for Cognitive Psychology Conference (ESCOP), Kraków, Poland.
13. Deacon, S. H., & Bryant, P. (2005). The strength of children's knowledge of the role of roots in the spelling of derived words. Journal of Child Language, 32, 375-389.
14. Deacon, S. H., & Bryant, P. (2006a). Getting to the root: Young writers' sensitivity to the role of root morphemes in the spelling of inflected and derived words. Journal of Child Language, 33, 401-417.
15. Deacon, S. H., & Bryant, P. (2006b). This turnip's not for turning: Children's morphological awareness and their use of root morphemes in spelling. British Journal of Developmental Psychology, 24, 567-575.
16. Deacon, S. H., & Pacton, S. (2007, July 12-15). Using spelling as an empirical test of rules versus statistics. Presented at the Society for the Scientific Study of Reading, Prague.
17. Fayol, M., Lété, B., & Pacton, S. (2008, June 11-13). On acquiring the spelling of words including silent letters. Both self-teaching and knowledge of orthographic regularities matter. Presented at Sigwriting, The 11th International Conference of the EARLI Special Interest Group on Writing, Lund.
18. Fayol, M., Treiman, R., Lété, B., & Pacton, S. (2010). Learning to spell from reading: General knowledge about spelling patterns can distort memory for specific words. Presented at the 51st Annual Meeting of the Psychonomic Society, St. Louis, MO.
19. Gilbert, L. C. (1934a). Effect of reading on spelling in the ninth grade. School Review, 42, 197-204.
20. Gilbert, L. C. (1934b). Effect of reading on spelling in the secondary schools. California Quarterly of Secondary Education, 9, 269-275.
21. Gilbert, L. C. (1935). A study of the effect of reading on spelling. Journal of Educational Research, 28, 570-576.
22. Hayes, H., Treiman, R., & Kessler, B. (2006). Children use vowels to help them spell consonants. Journal of Experimental Child Psychology, 94, 27-42.
23. Kemp, N. (2006). Children's spelling of base, inflected, and derived words: Links with morphological awareness. Reading and Writing, 19, 737-765.
24. Kemp, N., & Bryant, P. (2003). Do beez buzz? Rule-based and frequency-based knowledge in learning to spell plural -s. Child Development, 74, 63-74.
25. Kessler, B., & Treiman, R. (2001). Relationships between sounds and letters in English monosyllables. Journal of Memory and Language, 44, 592-617.
26. Lehtonen, A., & Bryant, P. (2005). Doublet challenge: Form comes before function in children's understanding of their orthography. Developmental Science, 8, 211-217.
27. Manza, L., & Reber, A. S. (1997). Representing artificial grammar: Transfer across stimulus forms and modalities. In D. Berry (Ed.). How implicit is implicit learning (pp 73-106). Oxford: Oxford University Press.
28. Marcus, G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., & Xu, F. (1992). Overregularization in language acquisition. Monographs of the Society for Research in Child Development, 57(4), 1-182.
29. Nagy, W. E., & Anderson, R. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304-330.
30. Nation, K., Angell, P., & Castles, A. (2007). Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability and context. Journal of Experimental Child Psychology, 96, 71-84.
31. New, B., Pallier, C., Ferrand, L., & Matos, R. (2001). Une base de données lexicales du français contemporain sur internet: LEXIQUE. [A lexical database of contemporary French on the internet: LEXIQUE]. L'Année Psychologique, 101, 447-462.
32. Ormrod, J. E. (1986a). Learning to spell: Three studies at the university level. Research in the Teaching of English, 20, 160-173.
33. Ormrod, J. E. (1986b). Learning to spell while reading: A follow-up study. Perceptual and Motor Skills, 63, 652-654.
34. Pacton, S. (2010, July). Learning to spell from reading: Does morphological information facilitate children's memory for specific words? Presented at the Congress of the Society for Scientific Studies of reading, Berlin, Germany.
35. Pacton, S., Casalis, S., & Deacon, S. H. (2007, July). The joint influence of orthographic and morphological regularities on children's spelling: Evidence from French. Presented at the Congress of the Society for Scientific Studies of Reading, Prague, Czech Republic.
36. Pacton, S., & Deacon, S. H. (2008). The timing and mechanisms of children's use of morphological information in spelling: A review of evidence from English and French, Cognitive Development, 23, 339-359.
37. Pacton, S., Fayol, M., & Perruchet, P. (2002). The acquisition of untaught orthographic regularities in French. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 121-136). Dordrecht: Kluwer.
38. Pacton, S., Fayol, M., & Perruchet, P. (2005). Children's implicit learning of graphotactic and morphological regularities. Child Development, 76, 324-339.
39. Pacton, S., Perruchet, P., Fayol, M., & Cleeremans, A. (2001). Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology: General, 130, 401-426.
40. Perruchet, P., & Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences, 25, 297-330.
41. Redington, M., & Chater, N. (2002). Knowledge representation and transfer in artificial grammar learning (AGL). In R. M. French & A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical, philosophical, and computational consensus in the making (pp. 121-143). London: Psychology Press.
42. Rey-Debove, J. (1984). Le domaine de la morphologie lexicale. Cahiers de Lexicologie, 45, 3-19.
43. Rubin, H. (1988). Morphological knowledge and early writing ability. Language and Speech, 31, 337-355.
44. Seidenberg, M. S., & Gonnerman, L. M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences, 4, 353-360.
45. Sénéchal, M. (2000). Morphological effects in children's spelling of French words. Canadian Journal of Experimental Psychology, 54, 76-85.
46. Sénéchal, M., Basque, M. T., & Leclaire, T. (2006). Morphological knowledge as revealed in children's spelling accuracy and reports of spelling strategies. Journal of Experimental Child Psychology, 95, 231-254.
47. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
48. Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
49. Treiman, R. (1993). Beginning to spell: A study of first-grade children. New York: Oxford University Press.
50. Treiman, R., & Cassar, M. (1996). Effects of morphology on children's spelling of final consonant clusters. Journal of Experimental Child Psychology, 63, 141-170.
51. Treiman, R., Cassar, M., & Zukowski, A. (1994). What types of linguistic information do children use in spelling? The case of flaps. Child Development, 65, 1318-1337.
52. Treiman, R., & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98, 642-652.
53. Treiman, R., Kessler, B., & Bick, S. (2002). Context sensitivity in the spelling of English vowels. Journal of Memory and Language, 47, 448-468.
54. Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 67-83). Hillsdale, NJ: Erlbaum.
55. Waters, G., Bruck, M., & Malus-Abramowitz, M. (1988). The role of linguistic and visual information in spelling: A developmental study. Journal of Experimental Child Psychology, 45, 400-421.
56. Wright, D. M., & Ehri, E. (2007). Beginners remember orthography when they learn to read words: The case of doubled letters. Applied Psycholinguistics, 28, 115-133.