Do beginning readers remember orthography?
Item
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Title
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Do beginning readers remember orthography?
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Identifier
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AAI3127931
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identifier
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3127931
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Creator
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Wright, Donna-Marie.
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Contributor
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Adviser: Linnea Ehri
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Date
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2004
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Early Childhood | Education, Reading
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Abstract
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This study investigated beginning readers' memory for doubled letters in the initial and final positions in the spellings of words. Forty kindergartners and first graders were classified as partial or full alphabetic phase readers based on several pretests, which measured participants' phonological and orthographic ability. Partial and full alphabetic phase readers were randomly assigned to learn to read one of two equivalent word sets consisting of phonemically accurate words spelled with single initial consonants, single final consonants, double initial consonants, double final consonants or a CVC spelling. Recall memory, recognition memory and transfer of orthographic patterns were assessed.;Results indicated that although there were developmental differences favoring full phase readers, both phase groups significantly recalled orthographic features. Three days latter readers in both phases had a beyond-chance recognition of double final consonants, but neither reader phase group was able to generalize training. Full alphabetic phase readers significantly recalled more initial and final double consonants, more single consonants, and vowels than partial phase readers. But, partial and full phase readers recalled double letters in the initial and final positions. Findings support Ehri's (1992, 1994, 1995) theory that full alphabetic phase readers process and recall more vowel information than partial alphabetic phase readers. Results also indicated that phase readers' retention of training words was dependent on whether the words had illegal or legal English spellings and that orthographic patterns are mapped to memory from the onset of the reading acquisition process. This corroborates Cassar and Treiman's (1996, 1997) finding that even children in late kindergarten are able to distinguish between legal and illegal English spellings.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
