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Orthographic and Semantic Learning During Shared Reading: Investigating Relations to Early Word Reading.
- Source :
- Journal of Speech, Language & Hearing Research; May2024, Vol. 67 Issue 5, p1514-1529, 16p
- Publication Year :
- 2024
-
Abstract
- Purpose: Shared reading provides preschool-age children with the opportunity to learn novel, low-frequency words. Abundant empirical evidence demonstrates that children can learn the meanings of such words during shared reading, referred to as “semantic learning.” However, less is known about whether children learn the spellings of words during shared reading, referred to as “orthographic learning,” and whether this learning is related to early word reading. The present study tested relations between individual differences in 4- to 6-year-old children’s semantic and, critically, orthographic learning during shared reading and their early word reading skill. Method: In an adaptation of the self-teaching paradigm, children listened to a storybook about novel inventions referred to with nonword names. Children then completed orthographic and semantic choice tests, as well as standardized measures of early word reading and phonological awareness. Results: Individual differences in orthographic, but not semantic, learning during shared reading were related to early word reading, after controls for age and phonological awareness. Conclusions: This study provides a novel test of learning during shared reading, helping to specify the relation between orthographic and semantic learning and early word reading skill. These findings hold implications for theoretical perspectives on relations between learning during shared reading and early word reading, as well as implications for educational practice [ABSTRACT FROM AUTHOR]
- Subjects :
- READING
PEARSON correlation (Statistics)
RESEARCH funding
TERMS & phrases
DATA analysis
PHONOLOGICAL awareness
QUESTIONNAIRES
INFORMATION resources
DESCRIPTIVE statistics
PARADIGMS (Social sciences)
STATISTICS
ANALYSIS of variance
SEMANTICS
LEARNING strategies
PHONETICS
REGRESSION analysis
CHILDREN
Subjects
Details
- Language :
- English
- ISSN :
- 10924388
- Volume :
- 67
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Journal of Speech, Language & Hearing Research
- Publication Type :
- Academic Journal
- Accession number :
- 177092383
- Full Text :
- https://doi.org/10.1044/2024_JSLHR-23-00623