Orthographic learning via self-teaching among English language learners

The present study investigated self-teaching in orthographic learning among children who are learning English as a second language (L2). Specifically, we examined the roles of exposure time and context as well as the retention of learning. Seventeen third-grade English L2 children with Spanish L1 read aloud and comprehended eight texts including four cohesive stories and four scrambled texts, each containing one target pseudoword. In half of the texts, the target pseudowords appeared four times and six times in the other half. Orthographic decision and spelling posttests were administered both immediately after text reading and in seven days. Results showed that English L2 children demonstrated orthographic learning with four exposures and maintained it for seven days. More exposures, better learning. Story context helps them build up temporary orthographic representations for recognition, but scrambled texts enhance their recognition for retention. Scrambled texts also promote precise orthographic representations in a demanding spelling task. Copyright © 2019 The Psychonomic Society.