Statistical Learning in Word Reading and Spelling across Languages and Writing Systems

Learning to read and spell involves learning about the written forms of words and how these are linked to language. Writing systems include formal patterns, which pertain to the appearance of written words, and functional patterns, which pertain to links between units of writing and units of languag...

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Veröffentlicht in:Scientific studies of reading Jg. 26; H. 2; S. 139 - 149
Hauptverfasser: Treiman, Rebecca, Kessler, Brett
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Philadelphia Routledge 04.03.2022
Routledge, Taylor & Francis Group
Schlagworte:
Ability
Comparative linguistics
Direct Instruction
Individual Differences
Language Acquisition
Language Patterns
Languages
Learning
Learning Processes
Phoneme Grapheme Correspondence
Reading acquisition
Reading Instruction
Reading Processes
Spelling
Statistics
Syllables
Teaching
Teaching Methods
Writing
Writing systems
Written Language
ISSN:1088-8438, 1532-799X
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Zusammenfassung:Learning to read and spell involves learning about the written forms of words and how these are linked to language. Writing systems include formal patterns, which pertain to the appearance of written words, and functional patterns, which pertain to links between units of writing and units of language. We review the evidence that learners of a variety of writing systems extract some of these patterns through statistical learning. Statistical learning is often slow and incomplete, however, and direct instruction improves performance. Many studies have focused on statistical-learning skill as an ability of individual learners. We discuss some problems with this approach, arguing that it is more productive to attend to the statistical patterns that writing systems embody. Studies of these patterns and their learning can help explain similarities and differences in learning to read and spell across writing systems.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2021.1920951