Experiment 1 examined the time course of orthographic learning among Grade 3 children. A single encounter with a novel orthographic string was sufficient to produce reliable recall of orthographic detail. Moreover, newly acquired orthographic information was retained 1 month later. These data support the logistic learning functions featured in contemporary connectionist models of reading rather than a "threshold" model of orthographic learning. Experiments 2 and 3 examined self-teaching among novice readers. In contrast to the findings from less regular orthographies such as English and Dutch, beginning readers of a highly regular orthography (Hebrew) appear to be relatively insensitive to word-specific orthographic detail, reading in a nonlexical "surface" fashion. These results suggest fundamental differences between shallow and deep orthographies in the development of orthographic sensitivity.
Bibliographical noteFunding Information:
This research was supported by a grant from the Israel Science Foundation. The author thanks Carmit Shalev and Limor Golan for their invaluable assistance in collecting the data in these experiments.
- Orthographic learning
- Reading acquisition
- Word recognition
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology