van Viersen Sietske, Protopapas Athanassios, Georgiou George K, Parrila Rauno, Ziaka Laoura, de Jong Peter F
Department of Special Needs Education, University of Oslo, Oslo, Norway.
Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands.
Q J Exp Psychol (Hove). 2022 Jun;75(6):1135-1154. doi: 10.1177/17470218211047420. Epub 2021 Sep 28.
Orthographic learning is the topic of many recent studies about reading, but much is still unknown about conditions that affect orthographic learning and their influence on reading fluency development over time. This study investigated lexicality effects on orthographic learning in beginning and relatively advanced readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored during an orthographic learning task. Children read sentences containing pseudowords or low-frequency real words that varied in number of exposures. We examined both offline learning outcomes (i.e., orthographic choice and spelling dictation) of target items and online gaze durations on target words. The results showed general effects of exposure, lexicality, and reading-skill level. Also, a two-way interaction was found between the number of exposures and lexicality when detailed orthographic representations were required, consistent with a larger overall effect of exposure on learning the spellings of pseudowords. Moreover, lexicality and reading-skill level were found to affect the learning rate across exposures based on a decrease in gaze durations, indicating a larger learning effect for pseudowords in Grade 5 children. Yet, further interactions between exposure and reading-skill level were not present, indicating largely similar learning curves for beginning and advanced readers. We concluded that the reading system of more advanced readers may cope somewhat better with words varying in lexicality, but is not more efficient than that of beginning readers in building up orthographic knowledge of specific words across repeated exposures.
正字法学习是近期许多关于阅读的研究主题，但对于影响正字法学习的条件及其随时间对阅读流畅性发展的影响，仍有许多未知之处。本研究调查了荷兰语初学者和相对高级读者中词汇性对正字法学习的影响。在一项正字法学习任务中，监测了131名二、五年级儿童的眼动情况。孩子们阅读包含不同曝光次数的假词或低频实词的句子。我们检查了目标项目的离线学习结果（即正字法选择和拼写听写）以及目标单词的在线注视持续时间。结果显示了曝光、词汇性和阅读技能水平的总体影响。此外，当需要详细的正字法表征时，发现曝光次数和词汇性之间存在双向交互作用，这与曝光对学习假词拼写的总体影响更大一致。此外，基于注视持续时间的减少，发现词汇性和阅读技能水平会影响不同曝光次数下的学习率，这表明五年级儿童对假词的学习效果更大。然而，曝光和阅读技能水平之间不存在进一步的交互作用，这表明初学者和高级读者的学习曲线大致相似。我们得出结论，更高级读者的阅读系统可能在一定程度上能更好地应对词汇性不同的单词，但在通过反复接触来建立特定单词的正字法知识方面，并不比初学者更有效。
