Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis

Abstract

Four experiments tested the self-teaching hypothesis of word learning. Findings indicated that: (1) minimizing phonological processing significantly attenuated orthographic learning; (2) reduced orthographic learning was not attributable to alternative factors; and (3) contribution of pure visual exposure to orthographic learning is marginal. It was concluded that phonological recoding is critical to acquisition of word-specific orthographic representations. (Author/SD)