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Statistical Learning in Word Reading and Spelling across Languages and Writing Systems

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Title: Statistical Learning in Word Reading and Spelling across Languages and Writing Systems
Language: English
Authors: Treiman, Rebecca (ORCID 0000-0002-6819-8338), Kessler, Brett
Source: Scientific Studies of Reading. 2022 26(2):139-149.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Spelling, Written Language, Direct Instruction, Teaching Methods, Language Patterns, Phoneme Grapheme Correspondence, Syllables, Learning Processes, Language Acquisition, Reading Processes, Individual Differences
DOI: 10.1080/10888438.2021.1920951
ISSN: 1088-8438
Abstract: Learning to read and spell involves learning about the written forms of words and how these are linked to language. Writing systems include formal patterns, which pertain to the appearance of written words, and functional patterns, which pertain to links between units of writing and units of language. We review the evidence that learners of a variety of writing systems extract some of these patterns through statistical learning. Statistical learning is often slow and incomplete, however, and direct instruction improves performance. Many studies have focused on statistical-learning skill as an ability of individual learners. We discuss some problems with this approach, arguing that it is more productive to attend to the statistical patterns that writing systems embody. Studies of these patterns and their learning can help explain similarities and differences in learning to read and spell across writing systems.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1336506
Database: ERIC
FullText Text:
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  Data: Statistical Learning in Word Reading and Spelling across Languages and Writing Systems
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  Data: <searchLink fieldCode="AR" term="%22Treiman%2C+Rebecca%22">Treiman, Rebecca</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6819-8338">0000-0002-6819-8338</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kessler%2C+Brett%22">Kessler, Brett</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Scientific+Studies+of+Reading%22"><i>Scientific Studies of Reading</i></searchLink>. 2022 26(2):139-149.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Patterns%22">Language Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Syllables%22">Syllables</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink>
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  Data: 10.1080/10888438.2021.1920951
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  Data: Learning to read and spell involves learning about the written forms of words and how these are linked to language. Writing systems include formal patterns, which pertain to the appearance of written words, and functional patterns, which pertain to links between units of writing and units of language. We review the evidence that learners of a variety of writing systems extract some of these patterns through statistical learning. Statistical learning is often slow and incomplete, however, and direct instruction improves performance. Many studies have focused on statistical-learning skill as an ability of individual learners. We discuss some problems with this approach, arguing that it is more productive to attend to the statistical patterns that writing systems embody. Studies of these patterns and their learning can help explain similarities and differences in learning to read and spell across writing systems.
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      – SubjectFull: Written Language
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      – SubjectFull: Direct Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Language Patterns
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Reading Processes
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      – SubjectFull: Individual Differences
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