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The role of self-teaching in learning orthographic and semantic aspects of new words

Abstract:

This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated ...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Accepted Manuscript

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Publisher copy:
10.1080/10888438.2011.536129

Authors


Ricketts, J More by this author
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Institution:
University of Oxford
Department:
Oxford, MSD, Experimental Psychology
More by this author
Institution:
University of Oxford
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Institution:
University of Oxford
Department:
Oxford, MSD, Experimental Psychology
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Funding agency for:
Bishop, DVM
More from this funder
Funding agency for:
Pimperton, H
Economic and Social Research Council More from this funder
Nuffield Foundation More from this funder
Wellcome Trust More from this funder
Publisher:
Routledge Publisher's website
Journal:
Scientific Studies of Reading Journal website
Volume:
15
Issue:
1
Pages:
47-70
Publication date:
2011
DOI:
EISSN:
1532-799X
ISSN:
1088-8438
URN:
uuid:929c0369-8735-4a67-9268-50a1dae7b856
Source identifiers:
127247
Local pid:
pubs:127247
Language:
English

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