Orthographic learning at a glance: On the time course and developmental onset of self-teaching

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    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.

    Original languageEnglish
    Pages (from-to)267-298
    Number of pages32
    JournalJournal of Experimental Child Psychology
    Issue number4
    StatePublished - Apr 2004

    Bibliographical note

    Funding 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.


    • Decoding
    • Orthographic learning
    • Reading
    • Reading acquisition
    • Self-teaching
    • Word recognition

    ASJC Scopus subject areas

    • Experimental and Cognitive Psychology
    • Developmental and Educational Psychology


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