Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

@article{Ehri2014OrthographicMI,
  title={Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning},
  author={Linnea C. Ehri},
  journal={Scientific Studies of Reading},
  year={2014},
  volume={18},
  pages={21 - 5}
}
  • L. Ehri
  • Published 2 January 2014
  • Linguistics
  • Scientific Studies of Reading
Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of overlapping phases, each characterized by the predominant type of connection linking spellings of words to their pronunciations in memory. During… 
Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning
TLDR
Four phases of development portray sight word learning that results from orthographic mapping, which is not based upon visual memorization of picture-like forms of words.
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Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic
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TLDR
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Does the availability of orthography support L2 word learning?
Availability of orthography during word learning has been found to facilitate learning the word’s spelling and pronunciation and has been proposed to facilitate learning its meaning. This has not
Boosting Orthographic Learning during Independent Reading.
Research has shown that phonological decoding is critical for orthographic learning of new words during independent reading. Moreover, correlational studies have demonstrated that the strength of
Predictors of Reading and Spelling Words Change as a Function of Syllabic Structure in Spanish
EnglishWe investigated the longitudinal predictors of reading and spelling of words and pseudowords with different syllabic structures in a shallow orthography. Participants were 47 Spanish-speaking
Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness
It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic
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