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The hidden depths of new word knowledge: using graded measures of orthographic and semantic learning to measure vocabulary acquisition

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The hidden depths of new word knowledge: using graded measures of orthographic and semantic learning to measure vocabulary acquisition. / Ricketts, Jessie; Dawson, Nicola; Davies, Robert.
In: Learning and Instruction, Vol. 74, 31.08.2021.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ricketts, J, Dawson, N & Davies, R 2021, 'The hidden depths of new word knowledge: using graded measures of orthographic and semantic learning to measure vocabulary acquisition', Learning and Instruction, vol. 74. https://doi.org/10.1016/j.learninstruc.2021.101468

APA

Ricketts, J., Dawson, N., & Davies, R. (2021). The hidden depths of new word knowledge: using graded measures of orthographic and semantic learning to measure vocabulary acquisition. Learning and Instruction, 74. https://doi.org/10.1016/j.learninstruc.2021.101468

Vancouver

Ricketts J, Dawson N, Davies R. The hidden depths of new word knowledge: using graded measures of orthographic and semantic learning to measure vocabulary acquisition. Learning and Instruction. 2021 Aug 31;74. Epub 2021 Mar 25. doi: 10.1016/j.learninstruc.2021.101468

Author

Ricketts, Jessie ; Dawson, Nicola ; Davies, Robert. / The hidden depths of new word knowledge : using graded measures of orthographic and semantic learning to measure vocabulary acquisition. In: Learning and Instruction. 2021 ; Vol. 74.

Bibtex

@article{a25e4fe1271c4e79a661ca88a2ea4f70,
title = "The hidden depths of new word knowledge: using graded measures of orthographic and semantic learning to measure vocabulary acquisition",
abstract = "We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and Study 2 (N = 74), children were taught 16 unknown polysyllabic words. Half of the words appeared with orthography present and half without orthography. Learning assessments captured the degree of semantic and orthographic learning; they were administered one week after teaching (Studies 1 and 2), and, unusually, eight months later (Study 1 only). Bayesian analyses indicated that the presence of orthography was associated with more word learning, though this effect was estimated with more certainty for orthographic than semantic learning. Newly learned word knowledge was well retained over time, indicating that our paradigm was sufficient to support long-term learning. Our approach provides an example of how word learning studies can look beyond simple accuracy measures to reveal the cumulative nature of lexical learning.",
keywords = "Orthographic facilitation, vocabulary, word learning, oral vocabulary acquisition, Reading",
author = "Jessie Ricketts and Nicola Dawson and Robert Davies",
year = "2021",
month = aug,
day = "31",
doi = "10.1016/j.learninstruc.2021.101468",
language = "English",
volume = "74",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - The hidden depths of new word knowledge

T2 - using graded measures of orthographic and semantic learning to measure vocabulary acquisition

AU - Ricketts, Jessie

AU - Dawson, Nicola

AU - Davies, Robert

PY - 2021/8/31

Y1 - 2021/8/31

N2 - We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and Study 2 (N = 74), children were taught 16 unknown polysyllabic words. Half of the words appeared with orthography present and half without orthography. Learning assessments captured the degree of semantic and orthographic learning; they were administered one week after teaching (Studies 1 and 2), and, unusually, eight months later (Study 1 only). Bayesian analyses indicated that the presence of orthography was associated with more word learning, though this effect was estimated with more certainty for orthographic than semantic learning. Newly learned word knowledge was well retained over time, indicating that our paradigm was sufficient to support long-term learning. Our approach provides an example of how word learning studies can look beyond simple accuracy measures to reveal the cumulative nature of lexical learning.

AB - We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and Study 2 (N = 74), children were taught 16 unknown polysyllabic words. Half of the words appeared with orthography present and half without orthography. Learning assessments captured the degree of semantic and orthographic learning; they were administered one week after teaching (Studies 1 and 2), and, unusually, eight months later (Study 1 only). Bayesian analyses indicated that the presence of orthography was associated with more word learning, though this effect was estimated with more certainty for orthographic than semantic learning. Newly learned word knowledge was well retained over time, indicating that our paradigm was sufficient to support long-term learning. Our approach provides an example of how word learning studies can look beyond simple accuracy measures to reveal the cumulative nature of lexical learning.

KW - Orthographic facilitation

KW - vocabulary

KW - word learning

KW - oral vocabulary acquisition

KW - Reading

UR - https://osf.io/e5gzk/?view_only=038118528c7c426c9729983f54138c88

U2 - 10.1016/j.learninstruc.2021.101468

DO - 10.1016/j.learninstruc.2021.101468

M3 - Journal article

VL - 74

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

ER -