The DOI matches its Crossref record; 78 of the 83 references it cites were found in a registry or an index.
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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“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]
Citations
Cites
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Phonological recoding and self-teaching: sine qua non of reading acquisition
Share, D. L. (1995) · Cognition · doi:10.1016/0010-0277(94)00645-2 · Cited by 2,352
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Flagged first, then by citations
5 of the 83 references couldn’t be matched to a known paper.
Research works printed but not linked: 3
- Share, 1987, Segmental analysis: Co-requisite to reading, vital for self-teaching, requiring phonological memory, European Bulletin of Cognitive Psychology, 7, 509
- Share, 1995, Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition, Issues in Education, 1, 1
- Solberg, 1979, Preliminary steps towards an Israeli standardization of the Peabody Test, Megamot, 3, 407
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Reading Ability: Lexical Quality to Comprehension
Perfetti, C. (2007) · Scientific Studies of Reading · doi:10.1080/10888430701530730 · Cited by 2,095
The visual word form area: expertise for reading in the fusiform gyrus
McCandliss, B. D., Cohen, L., & Dehaene, S. (2003) · Trends in Cognitive Sciences · doi:10.1016/s1364-6613(03)00134-7 · Cited by 1,489
Learning to Read Words: Theory, Findings, and Issues
Ehri, L. C. (2005) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0902_4 · Cited by 1,482
Developmental Dyslexia and Specific Language Impairment: Same or Different?
Bishop, D. V. M., & Snowling, M. J. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.6.858 · Cited by 1,356
Phonological skills and their role in learning to read: A meta-analytic review.
Melby‐Lervåg, M., Lyster, S. H., & Hulme, C. (2012) · Psychological Bulletin · doi:10.1037/a0026744 · Cited by 1,504
Metadata
- 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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