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Phonological Recoding and Orthographic Learning: Testing the Self-Teaching Hypothesis in Adults

Alvarez, Travis (2015) Phonological Recoding and Orthographic Learning: Testing the Self-Teaching Hypothesis in Adults. Master's Thesis, University of Pittsburgh. (Unpublished)

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Share (1995) hypothesized that readers can use phonological recoding as a mechanism to self-teach the acquisition of orthographic word knowledge. Support for his theory has come from studies conducted in young children, but it has yet to be tested in adults. Experiment 1 tested the ability of adults to acquire orthographic representations of novel word forms via self-teaching. English-speaking adults (N = 18) read 16 pseudowords embedded within a lexical decision task. Posttests revealed that adults could acquire item-specific orthographic knowledge of novel word forms through the use of self-teaching. Experiment 2 tested the degree to which limiting phonological recoding affects orthographic learning in adults. English-speaking adults (N = 19) performed a lexical decision task while concurrently articulating. Participants in Experiment 2 exhibited evidence of orthographic learning. However, participants in Experiment 1, who had full overt access to phonological recoding, exhibited stronger evidence of orthographic learning. Collectively, adult patterns of orthographic learning are comparable to patterns observed in children, as predicted by Share's item-based account of reading skill.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Alvarez, Travistaa52@pitt.eduTAA52
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairFiez, Julie A.fiez@pitt.eduFIEZ
Committee MemberWarren, Tessatessa@pitt.eduTESSA
Committee MemberLuna, Beatrizlunab@upmc.eduLUNA
Date: 2 June 2015
Date Type: Publication
Defense Date: 16 December 2014
Approval Date: 2 June 2015
Submission Date: 8 April 2015
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 37
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: MS - Master of Science
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: Self-teaching; adult orthographic learning; phonological recoding; concurrent articulation; word acquisition
Date Deposited: 02 Jun 2015 13:41
Last Modified: 19 Dec 2016 14:42


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