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An individual differences analysis of the self-teaching hypothesis
The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7–9 years of age) compl...
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| Published in: | Journal of experimental child psychology 2011-02, Vol.108 (2), p.402-410 |
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| Main Authors: | , , , , |
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| cites | cdi_FETCH-LOGICAL-c433t-af7db7f8b63934598ff9cbdbdff0c1374c798aab409d7160f56a30d7f2c04d873 |
| container_end_page | 410 |
| container_issue | 2 |
| container_start_page | 402 |
| container_title | Journal of experimental child psychology |
| container_volume | 108 |
| creator | Conners, Frances A. Loveall, Susan J. Moore, Marie S. Hume, Laura E. Maddox, Christopher D. |
| description | The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7–9
years of age) completed tests of phonological recoding, word identification, and orthographic knowledge. The relation of phonological recoding and word identification was significantly mediated by orthographic knowledge. Furthermore, two aspects of orthographic knowledge (perhaps word-specific and general orthographic knowledge) mediated different variance shared between phonological recoding and word identification. Results support an individual differences version of the self-teaching hypothesis and emphasize the importance of phonological recoding in the primary curriculum. |
| doi_str_mv | 10.1016/j.jecp.2010.09.009 |
| format | article |
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years of age) completed tests of phonological recoding, word identification, and orthographic knowledge. The relation of phonological recoding and word identification was significantly mediated by orthographic knowledge. Furthermore, two aspects of orthographic knowledge (perhaps word-specific and general orthographic knowledge) mediated different variance shared between phonological recoding and word identification. Results support an individual differences version of the self-teaching hypothesis and emphasize the importance of phonological recoding in the primary curriculum.</description><subject>Association Learning</subject><subject>Attention</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Children</subject><subject>Children & youth</subject><subject>Decoding (Reading)</subject><subject>Developmental psychology</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Generalization (Psychology)</subject><subject>Grade 2</subject><subject>Grade 3</subject><subject>Humans</subject><subject>Hypotheses</subject><subject>Identification</subject><subject>Independent Study</subject><subject>Individual Differences</subject><subject>Individuality</subject><subject>Language</subject><subject>Male</subject><subject>Orthographic learning</subject><subject>Orthographic Symbols</subject><subject>Orthography</subject><subject>Phonetics</subject><subject>Phonological Awareness</subject><subject>Phonological recoding</subject><subject>Phonology</subject><subject>Practice (Psychology)</subject><subject>Production and perception of written language</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychophysiology</topic><topic>Reading</topic><topic>Self-teaching hypothesis</topic><topic>Semantics</topic><topic>Verbal Behavior</topic><topic>Verbal Learning</topic><topic>Word identification</topic><topic>Writing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Conners, Frances A.</creatorcontrib><creatorcontrib>Loveall, Susan J.</creatorcontrib><creatorcontrib>Moore, Marie S.</creatorcontrib><creatorcontrib>Hume, Laura E.</creatorcontrib><creatorcontrib>Maddox, Christopher D.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Conners, Frances A.</au><au>Loveall, Susan J.</au><au>Moore, Marie S.</au><au>Hume, Laura E.</au><au>Maddox, Christopher D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ906351</ericid><atitle>An individual differences analysis of the self-teaching hypothesis</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2011-02-01</date><risdate>2011</risdate><volume>108</volume><issue>2</issue><spage>402</spage><epage>410</epage><pages>402-410</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7–9
years of age) completed tests of phonological recoding, word identification, and orthographic knowledge. The relation of phonological recoding and word identification was significantly mediated by orthographic knowledge. Furthermore, two aspects of orthographic knowledge (perhaps word-specific and general orthographic knowledge) mediated different variance shared between phonological recoding and word identification. Results support an individual differences version of the self-teaching hypothesis and emphasize the importance of phonological recoding in the primary curriculum.</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><pmid>21074168</pmid><doi>10.1016/j.jecp.2010.09.009</doi><tpages>9</tpages></addata></record> |
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| ispartof | Journal of experimental child psychology, 2011-02, Vol.108 (2), p.402-410 |
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| subjects | Association Learning Attention Biological and medical sciences Child Child development Children Children & youth Decoding (Reading) Developmental psychology Female Fundamental and applied biological sciences. Psychology Generalization (Psychology) Grade 2 Grade 3 Humans Hypotheses Identification Independent Study Individual Differences Individuality Language Male Orthographic learning Orthographic Symbols Orthography Phonetics Phonological Awareness Phonological recoding Phonology Practice (Psychology) Production and perception of written language Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reading Self-teaching hypothesis Semantics Verbal Behavior Verbal Learning Word identification Writing |
| title | An individual differences analysis of the self-teaching hypothesis |
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