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Deacon, S. Hélène; Mimeau, Catherine; Chung, Sheila Cira et Chen, Xi (2019). Young readers’ skill in learning spellings and meanings of words during independent reading. Journal of Experimental Child Psychology, 181, 56-74. https://doi.org/10.1016/j.jecp.2018.12.007
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- Deacon, Mimeau, Chung, & Chen (2019).pdf
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| Catégorie de document : | Articles de revues |
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| Évaluation par un comité de lecture : | Oui |
| Étape de publication : | Publié |
| Résumé : | Independent reading offers children opportunities to learn the spellings and meanings of words. Evidence to date shows that older children take advantage of these orthographic and semantic learning opportunities. We provide a much-needed test of whether young readers can acquire spellings and meanings of novel words through independent reading, as well as of the possibility that each of these skills explain individual differences in word reading and reading comprehension. To test theory stringently, we assess whether these effects are separable from those of decoding. A sample of 66 Grade 1 and 2 English-speaking children independently read stories containing novel words referring to new inventions (e.g., a veap, used to clean fish tanks). We scored accuracy in reading the novel words in the stories to assess target decoding. Children completed choice measures evaluating learning of the novel words’ spellings and meanings, along with word reading and reading comprehension and controls for age, short-term memory, vocabulary and phonological awareness. Scores for both the orthographic and semantic learning measures were higher with successful decoding than without. At both grade levels, children were above chance in choosing correct spellings and meanings even when they had not accurately decoded the target a single time. In terms of individual differences, after accounting for controls including target decoding, orthographic learning was related to word reading and semantic learning was related to reading comprehension. Young children have powerful skill in learning spellings and meanings through their independent reading, with highly specific impacts of such learning on reading outcomes. |
| Déposant: | Mimeau, Catherine |
| Responsable : | Catherine Mimeau |
| Dépôt : | 16 juill. 2021 15:18 |
| Dernière modification : | 16 juill. 2021 15:18 |
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