Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis
Abstract
According to the self-teaching hypothesis (Share, 1995), word-specific orthographic representations are acquired primarily as a result of the self-teaching opportunities provided by the phonological recoding of novel letter strings. This hypothesis was tested by asking normal second graders to read aloud short texts containing embedded pseudoword targets. Three days later, target spellings were correctly identified more often, named more quickly, and spelled more accurately than alternate homophonic spellings. Experiment 2 examined whether this rapid orthographic learning can be attributed to mere visual exposure to target strings. It was found that viewing the target letter strings under conditions designed to minimize phonological processing significantly attenuated orthographic learning. Experiment 3 went on to show that this reduced orthographic learning was not attributable to alternative nonphonological factors (brief exposure durations or decontextualized presentation). The results of a fourth experiment suggested that the contribution of pure visual exposure to orthographic learning is marginal. It was concluded that phonological recoding is critical to the acquisition of word-specific orthographic representations as proposed by the self-teaching hypothesis.
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Successful mastery of grapheme-phoneme conversion (i.e. decoding) is a critical precursor to the development of the adult-like response properties of the VWFA.
“Such findings suggest that successful mastery of graphemephonemeconversion (i.e. decoding) is a critical precursor to the development of the adult-like response properties of the VWFA.”
From The visual word form area: expertise for reading in the fusiform gyrus (2003) · cites this paper as [37]
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- Authors
- Share, D. L.
- Affiliations
- University of Haifa (IL)
- Corresponding author
- Share, David L.
- ORCID
- Share, David L.
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 1999-02
- Volume
- 72
- Issue
- 2
- Pages
- 95-129
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W2034568516
- Cited by
- 742
- References
- 83
- Citations by year
- 2026: 16 · 2025: 26 · 2024: 27 · 2023: 20 · 2022: 28 · 2021: 37 · 2020: 35 · 2019: 35 · 2018: 37 · 2017: 36 · 2016: 36 · 2015: 36 · 2014: 43 · 2013: 40 · 2012: 45
- FWCI
- 13.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Child Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- phonological recoding, orthographic learning, pseudowords, spelling acquisition, phonological processing, visual exposure, second grade students, reading aloud
- MeSH terms
- Child, Female, Humans, Individuality, Male, Phonetics, Reading, Mental Recall, Verbal Learning
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