Simultaneous training on overlapping grapheme phoneme correspondences augments learning and retention.

ABSTRACT: An important component of learning to read is the acquisition of letter-to-sound mappings. The sheer quantity of mappings and many exceptions in opaque languages such as English suggests that children may use a form of statistical learning to acquire them. However, whereas statistical models of reading are item-based, reading instruction typically focuses on rule-based approaches involving small sets of regularities. This discrepancy poses the question of how different groupings of regularities, an unexamined factor of most reading curricula, may affect learning. Exploring the interplay between item statistics and rules, this study investigated how consonant variability, an item-level factor, and the degree of overlap among the to-be-trained vowel strings, a group-level factor, influence l

SUBMITTER: Roembke TC 

PROVIDER: S-EPMC7069098 | biostudies-literature | 2020 Mar

REPOSITORIES: biostudies-literature