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The aim of this study was to explore the reading and language skills that are associated with orthographic learning and to examine whether the effects of these factors are influenced by word regularity. Grade 2 and 3 children learned the phonology and meaning of novel words and were subsequently exposed to their orthography, with either regular or irregular mappings. At the participant level, phonological decoding skill, orthographic knowledge, and vocabulary knowledge were associated with orthographic learning for both word types. However, at an item level, reading novel words correctly did not directly relate to the successful acquisition of the representations of those novel words. In addition, item-specific vocabulary knowledge was a predictor of success in orthographic learning, but only for irregular words. The findings are discussed in relation to the self-teaching hypothesis (Share, 1995). © 2013 Copyright 2013 Society for the Scientific Study of Reading.

Original publication

DOI

10.1080/10888438.2012.749879

Type

Journal article

Journal

Scientific Studies of Reading

Publication Date

01/09/2013

Volume

17

Pages

369 - 384