The limitations of orthographic analogy in early reading development: performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy.
Two experiments investigated the mechanisms underlying analogical transfer in the clue-word reading task developed by Goswami and her colleagues. Across both experiments, an equivalent number of "analogy" responses were made regardless of whether the clue word was seen or just heard. In addition, the number of "analogy" responses to words sharing both orthographic and phonological overlap with the clue words was no greater than that shown to words sharing only pronunciations. These results pr...Expand abstract
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