Ricketts Jessie, Bishop Dorothy V M, Nation Kate
University of Oxford, Oxford, UK.
Q J Exp Psychol (Hove). 2009 Oct;62(10):1948-66. doi: 10.1080/17470210802696104. Epub 2009 Mar 19.
An experiment investigated whether exposure to orthography facilitates oral vocabulary learning. A total of 58 typically developing children aged 8-9 years were taught 12 nonwords. Children were trained to associate novel phonological forms with pictures of novel objects. Pictures were used as referents to represent novel word meanings. For half of the nonwords children were additionally exposed to orthography, although they were not alerted to its presence, nor were they instructed to use it. After this training phase a nonword-picture matching posttest was used to assess learning of nonword meaning, and a spelling posttest was used to assess learning of nonword orthography. Children showed robust learning for novel spelling patterns after incidental exposure to orthography. Further, we observed stronger learning for nonword-referent pairings trained with orthography. The degree of orthographic facilitation observed in posttests was related to children's reading levels, with more advanced readers showing more benefit from the presence of orthography.
一项实验研究了接触正字法是否有助于口语词汇学习。共有58名8至9岁发育正常的儿童学习了12个非词。训练儿童将新的语音形式与新物体的图片联系起来。图片被用作代表新词义的参照。对于一半的非词，儿童还接触了正字法，尽管他们没有被告知其存在，也没有被指示使用它。在这个训练阶段之后，使用非词-图片匹配后测来评估非词意义的学习，使用拼写后测来评估非词正字法的学习。儿童在偶然接触正字法后，对新的拼写模式表现出强劲的学习效果。此外，我们观察到，用正字法训练的非词-参照配对的学习效果更强。后测中观察到的正字法促进程度与儿童的阅读水平有关，阅读水平较高的儿童从正字法的存在中受益更多。
