Valentini, Alessandra, Ricketts, Jessie, Pye, Rachel E. and Houston-Price, Carmel (2017) Listening while reading promotes word learning from stories. Journal of Experimental Child Psychology, 167. pp. 10-31. ISSN 0022-0965 (doi:https://doi.org/10.1016/j.jecp.2017.09.022)

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Abstract

Reading and listening to stories fosters vocabulary development. Studies of single word learning suggest that new words are more likely to be learned when both their oral and written forms are provided, compared with when only one form is given. This study explored children’s learning of phonological, orthographic, and semantic information about words encountered in a story context. A total of 71 children (8- and 9-year-olds) were exposed to a story containing novel words in one of three conditions: (a) listening, (b) reading, or (c) simultaneous listening and reading (“combined” condition). Half of the novel words were presented with a definition, and half were presented without a definition. Both phonological and orthographic learning were assessed through recognition tasks. Semantic learning was measured using three tasks assessing recognition of each word’s category, subcategory, and definition. Phonological learning was observed in all conditions, showing that phonological recoding supported the acquisition of phonological forms when children were not exposed to phonology (the reading condition). In contrast, children showed orthographic learning of the novel words only when they were exposed to orthographic forms, indicating that exposure to phonological forms alone did not prompt the establishment of orthographic representations. Semantic learning was greater in the combined condition than in the listening and reading conditions. The presence of the definition was associated with better performance on the semantic subcategory and definition posttests but not on the phonological, orthographic, or category posttests. Findings are discussed in relation to the lexical quality hypothesis and the availability of attentional resources.

Item Type:	Article
Uncontrolled Keywords:	vocabulary acquisition; reading; reading while listening; listening to stories; phonology; orthography
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	13 Jun 2022 15:46
URI:	http://gala.gre.ac.uk/id/eprint/36663

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