Type of Document Thesis Author Brimo, Danielle Marie URN etd-07142008-161701 Title The Effect of Word Position on Initial Acquisition of Mental Orthographic Images of Novel Words. Degree Master of Science Department Communication Disorders, Department of Advisory Committee
Advisor Name Title Kenn Apel Committee Chair Lisa Scott Committee Member Shurita Thomas-Tate Committee Member Keywords
- Mental Orthrgraphic Images
- Word Position
Date of Defense 2008-07-03 Availability unrestricted AbstractPurpose: Reading plays a critical role in ensuring children’s academic achievement (Lonigan, Burgess, & Jason, 2000). This investigation focused on the acquisition of mental orthographic images (MOIs). Specifically, it examined word position effects during MOI learning of novel words in typically-developing kindergarten students.
Methods: Forty-seven typically-developing, kindergarten students ranging in age from 5-6 years were presented with 12 novel words. MOI acquisition by word position was assessed through a spelling generation task.
Results: Words were analyzed based on four word positions and orthotactic and phonotactic probabilities. Analysis revealed that students acquired significantly more MOI information for the onset position over any other word position. In addition, MOI acquisition was greater for words containing graphemes of high orthotactic probability.
Conclusion: Young students quickly acquire information from novel written words; this ability is affected by word position. These results, once corroborated, may lead to educational decisions about whether explicit or implicit instruction is required for all written word learning.
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