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Orthographic Learning in Adults Through Overt and Covert Reading

Gebremedhen, Nadait I (2021) Orthographic Learning in Adults Through Overt and Covert Reading. Master's Thesis, University of Pittsburgh. (Unpublished)

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Orthographic learning is the basis of fluency in spoken and written communication. After achieving basic literacy, we continue to expand our orthographic knowledge, learning new words throughout our lifespan. Here, we provide an empirical foundation for the possibility that the processes of orthographic learning might differ in children and adults. Building on established literature, we map the behavioral patterns of adult word learning. In the first experiment, we compare the amount of orthographic learning attained following an independent story reading task with two modes of reading: overt and covert reading. In the second experiment, we add a concurrent articulation and concurrent finger tapping condition to assess if suppression of articulation reduces the amount of learning achieved in covert reading. We use a paradigm commonly employed in studies involving children to allow for cross-study comparisons and identify a critical departure in the behavioral phenotype of adult word learning. Our findings raise important questions about the nature of orthographic learning and the manner in which adult readers should learn the visual form of new words.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Gebremedhen, Nadait Inig48@pitt.edunig480000-0001-6002-4352
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairFiez, Julie
Committee MemberCoutanche, Marc
Committee MemberYeh,
Date: 3 May 2021
Date Type: Publication
Defense Date: 8 April 2021
Approval Date: 3 May 2021
Submission Date: 20 April 2021
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 53
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, orthographic learning, phonological recoding, concurrent articulation
Date Deposited: 03 May 2021 15:41
Last Modified: 03 May 2021 15:41


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