Children recognise the orthographic form of a pseudoword more often when its entire letter string was available at once during reading.¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Target orthographic forms were recognised more often when the pseudoword's entire orthographic sequence was available at once during the learning phase. → Marie-Line Bosse 2015

Evidence¶

Marie-Line Bosse 2015¶

Marie-Line Bosse, Nathalie Chaves, Pierre Largy, Sylviane Valdois. (2015). Orthographic learning during reading: the role of whole-word visual processing. Journal of Research in Reading, 38, pp.141-158. https://doi.org/10.1111/j.1467-9817.2012.01551.x

q3 · i? · causal · r?

Controlled experiment with French children reading pseudowords, half presented with the whole letter string at once and half with sub-lexical units discovered in turn. The study reports "target orthographic forms were recognised more often" after whole-string availability, despite accurate decoding in both conditions.

"Although most pseudowords were accurately decoded, target orthographic forms were recognised more often when the pseudowords entire orthographic sequence was available at once during the learning phase."

Discussion¶

Related Claims¶

• The whole-word presentation effect is independent of target reading accuracy and speed during learning.
• The whole-word presentation effect on orthographic learning is significant and stable from third to fifth grade.
• Systematic phonics outperforms unsystematic or no-phonics instruction on children's reading overall, but its advantage over whole-word teaching on novel words is untested in children and contested — related