Distinct Benefits Given Large Versus Small Grain Orthographic Instruction for English-Speaking Adults Learning to Read Russian Cyrillic.

Abstract

Initial instruction emphasizing large grain units (i.e., words) showed distinct advantages over small grain instruction for English-speaking adults learning to read an artificial orthography (Brennan and Booth in Read Writ 28(7):917-938, 2015. https://doi.org/10.1007/s11145-015-9555-2 ). The current study extends this research by training 34 English-speaking adults to read Russian Cyrillic given initial instruction emphasizing either large or small units (words or letters). Results reveal no differences on word learning, but higher accuracy on letter-phoneme matching given letter-based instruction and higher accuracy on rime-rhyme matching given word-based instruction. Differences in phonological awareness (PA) skill showed that higher PA skill resulted in higher accuracy and slower reaction times only for the adults given the instruction with the word emphasis, suggesting that adults with high PA skill given word-based instruction may engage in time intensive small grain analyses (e.g., grapheme-phoneme correspondence) even when their attention is directed to larger grain units. Overall, these results extend previous findings and reveal that word and letter-based instruction each have distinct advantages for facilitating increased sensitivity to either letters/phonemes or rimes/rhymes when adults are learning a natural second (L2) consistent alphabetic orthography.