Orthographic learning in learning to spell: The roles of semantics and type of practice

Abstract

This study investigated the relevance of type of practice and presence of semantic representation for orthographic learning in learning to spell. A total of 36 students in Grade 2 (mean age = 7 years 10 months) were exposed to 10 novel nonwords, 5 of which were paired with semantic information. Half of the participants practiced reading these new items, whereas the others spelled them. The students were then tested 1 and 7 days later on a dictation task. Results revealed a significant main effect of practice type favoring spelling practice and a main effect of the teaching condition, where taught items paired with semantic information were spelled correctly more often than words presented without semantic support. There was no effect of testing time, with learned words being retained well over the 1-week delay, nor were there any significant interactions. The findings support the contention that spelling offers an excellent milieu for orthographic learning to occur. Furthermore, semantics are proposed as a relevant factor in learning to spell, supporting the view that orthographic learning involves the integration of phonological, orthographic, and semantic representations.