Children with dyslexia benefit from orthographic facilitation during spoken word learning

Lauren S. Baron, Tiffany P. Hogan, Mary Alt, Shelley Gray, Kathryn L. Cabbage, Samuel Green, Nelson Cowan

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    Abstract

    Purpose: Orthographic facilitation describes the phenomenon in which a spoken word is produced more accurately when its corresponding written word is present during learning. We examined the orthographic facilitation effect in children with dyslexia because they have poor learning and recall of spoken words. We hypothesized that including orthography during spoken word learning would facilitate learning and recall. Method: Children with dyslexia and children with typical development (n = 46 per group), 7–9 years old, were matched for grade and nonverbal intelligence. Across 4 blocks of exposure in 1 session, children learned pairings between 4 spoken pseudowords and novel semantic referents in a modified paired-associate learning task. Two of the pairings were presented with orthography present, and 2 were presented with orthography absent. Recall of newly learned spoken words was assessed using a naming task. Results: Both groups showed orthographic facilitation during learning and naming. During learning, both groups paired pseudowords and referents more accurately when orthography was present. During naming, children with typical development showed a large orthographic facilitation effect that increased across blocks. For children with dyslexia, this effect was present initially but then plateaued. Conclusions: We demonstrate for the first time that children with dyslexia benefit from orthographic facilitation during spoken word learning. These findings have direct implications for teaching spoken vocabulary to children with dyslexia.

    Original languageEnglish (US)
    Pages (from-to)2002-2014
    Number of pages13
    JournalJournal of Speech, Language, and Hearing Research
    Volume61
    Issue number8
    DOIs
    StatePublished - Aug 1 2018

    Fingerprint

    Dyslexia
    dyslexia
    Learning
    orthography
    learning
    Paired-Associate Learning
    Orthographic
    Spoken Word
    Word Learning
    Facilitation
    Group
    Vocabulary
    Intelligence
    Semantics
    intelligence
    vocabulary
    Teaching
    semantics
    Orthography
    present

    ASJC Scopus subject areas

    • Language and Linguistics
    • Linguistics and Language
    • Speech and Hearing

    Cite this

    Children with dyslexia benefit from orthographic facilitation during spoken word learning. / Baron, Lauren S.; Hogan, Tiffany P.; Alt, Mary; Gray, Shelley; Cabbage, Kathryn L.; Green, Samuel; Cowan, Nelson.

    In: Journal of Speech, Language, and Hearing Research, Vol. 61, No. 8, 01.08.2018, p. 2002-2014.

    Research output: Contribution to journalArticle

    Baron, Lauren S. ; Hogan, Tiffany P. ; Alt, Mary ; Gray, Shelley ; Cabbage, Kathryn L. ; Green, Samuel ; Cowan, Nelson. / Children with dyslexia benefit from orthographic facilitation during spoken word learning. In: Journal of Speech, Language, and Hearing Research. 2018 ; Vol. 61, No. 8. pp. 2002-2014.
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    abstract = "Purpose: Orthographic facilitation describes the phenomenon in which a spoken word is produced more accurately when its corresponding written word is present during learning. We examined the orthographic facilitation effect in children with dyslexia because they have poor learning and recall of spoken words. We hypothesized that including orthography during spoken word learning would facilitate learning and recall. Method: Children with dyslexia and children with typical development (n = 46 per group), 7–9 years old, were matched for grade and nonverbal intelligence. Across 4 blocks of exposure in 1 session, children learned pairings between 4 spoken pseudowords and novel semantic referents in a modified paired-associate learning task. Two of the pairings were presented with orthography present, and 2 were presented with orthography absent. Recall of newly learned spoken words was assessed using a naming task. Results: Both groups showed orthographic facilitation during learning and naming. During learning, both groups paired pseudowords and referents more accurately when orthography was present. During naming, children with typical development showed a large orthographic facilitation effect that increased across blocks. For children with dyslexia, this effect was present initially but then plateaued. Conclusions: We demonstrate for the first time that children with dyslexia benefit from orthographic facilitation during spoken word learning. These findings have direct implications for teaching spoken vocabulary to children with dyslexia.",
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