Periodic Reporting for period 1 - SOL (the Study of Orthographic Learning)
Période du rapport: 2021-03-01 au 2023-02-28
Context and Objectives
Orthographic learning (OL) is the process by which written words transition from being unfamiliar to becoming visually recognized and correctly spelled. This process underpins both accurate spelling and fluent lexical reading. However, existing theory typically assumes a unitary system of OL. The SOL project challenges this assumption by exploring whether two distinct orthographic learning systems may exist: one for spelling (OL-Spelling) and another for reading (OL-Reading).
Work Performed and Main Achievements
The first study of SOL was conducted with 107 Spanish third-grade children. Using a self-teaching paradigm, children were repeatedly exposed to novel orthographic forms and later tested through:
• Reading speed improvements (OL-Reading)
• Orthographic choice tasks (OL-Spelling)
• Additional assessments for literacy and cognitive predictors (RAN, PAL, Visual Skills, etc.)
Key findings included:
• A significant reduction in reading time across exposures, indicating lexicalization.
• Better-than-chance recognition in the orthographic choice task, despite item difficulty.
• Critically, no significant correlation between OL-Reading and OL-Spelling performance.
These findings support the hypothesis of two partially independent learning processes. Moreover, the results aligned with prior studies reporting isolated reading or spelling deficits in dyslexic populations. The project also highlighted the role of cognitive predictors such as RAN in reading development.
Impact and Societal Relevance
SOL contributes to EU priorities on literacy and educational equity. By refining our understanding of early literacy development and identifying predictors of learning difficulties, SOL paves the way for earlier diagnosis and better intervention strategies. Future phases of the project will include cross-linguistic comparisons (Spanish vs. English) and neuroimaging investigations into the neural correlates of OL.
A novel assessment battery for teachers is also under development, aiming to detect children at risk of orthographic learning difficulties. This aligns with EU strategies to reduce early school dropout and promote educational fairness.
Orthographic learning (OL) is the process by which written words transition from being unfamiliar to becoming visually recognized and correctly spelled. This process underpins both accurate spelling and fluent lexical reading. However, existing theory typically assumes a unitary system of OL. The SOL project challenges this assumption by exploring whether two distinct orthographic learning systems may exist: one for spelling (OL-Spelling) and another for reading (OL-Reading).
Work Performed and Main Achievements
The first study of SOL was conducted with 107 Spanish third-grade children. Using a self-teaching paradigm, children were repeatedly exposed to novel orthographic forms and later tested through:
• Reading speed improvements (OL-Reading)
• Orthographic choice tasks (OL-Spelling)
• Additional assessments for literacy and cognitive predictors (RAN, PAL, Visual Skills, etc.)
Key findings included:
• A significant reduction in reading time across exposures, indicating lexicalization.
• Better-than-chance recognition in the orthographic choice task, despite item difficulty.
• Critically, no significant correlation between OL-Reading and OL-Spelling performance.
These findings support the hypothesis of two partially independent learning processes. Moreover, the results aligned with prior studies reporting isolated reading or spelling deficits in dyslexic populations. The project also highlighted the role of cognitive predictors such as RAN in reading development.
Impact and Societal Relevance
SOL contributes to EU priorities on literacy and educational equity. By refining our understanding of early literacy development and identifying predictors of learning difficulties, SOL paves the way for earlier diagnosis and better intervention strategies. Future phases of the project will include cross-linguistic comparisons (Spanish vs. English) and neuroimaging investigations into the neural correlates of OL.
A novel assessment battery for teachers is also under development, aiming to detect children at risk of orthographic learning difficulties. This aligns with EU strategies to reduce early school dropout and promote educational fairness.
The project focused on school-aged children in Spain. A total of 107 third-grade children participated in experiments designed to test how they learn the written form of new words. The study used a technique where children repeatedly saw and read aloud made-up words and were later tested on how well they could recognize the correct spelling or how quickly they could read them.
Two key results emerged:
• There was no statistical relationship between reading speed improvement and spelling accuracy improvement of the exact same words. This suggests that the ability to develop fluent reading and the ability to develop accurate reading, while both relying on orthographic learning, may involve different cognitive processes. In summary, this is evidence for two distinct orthographic learning systems, as opposed to a unitary orthographic learning system.
• Different cognitive skills predicted each type of orthographic learning. Rapid visual-verbal processing was linked to reading speed improvement, while visual and memory skills were more important for spelling accuracy improvement.
These findings were presented at an international conference (iWORDD, BCBL), they will be published in peer-reviewed papers and will be shared with education professionals. Materials are being developed to support teachers in identifying and supporting children at risk of developing orthographic learning difficulties.
Two key results emerged:
• There was no statistical relationship between reading speed improvement and spelling accuracy improvement of the exact same words. This suggests that the ability to develop fluent reading and the ability to develop accurate reading, while both relying on orthographic learning, may involve different cognitive processes. In summary, this is evidence for two distinct orthographic learning systems, as opposed to a unitary orthographic learning system.
• Different cognitive skills predicted each type of orthographic learning. Rapid visual-verbal processing was linked to reading speed improvement, while visual and memory skills were more important for spelling accuracy improvement.
These findings were presented at an international conference (iWORDD, BCBL), they will be published in peer-reviewed papers and will be shared with education professionals. Materials are being developed to support teachers in identifying and supporting children at risk of developing orthographic learning difficulties.
This project challenges traditional views of literacy by rejecting the notion of a single, unified system for orthographic learning. Instead, the findings suggest that orthographic learning relies on distinct cognitive processes. The specific mechanisms involved vary depending on whether the goal of orthographic learning is to develop accurate spelling or to enhance reading fluency. This distinction helps explain why some children read fluently but struggle with spelling, while others may spell well but have difficulty reading smoothly.
The implications of this are far-reaching:
• It supports the development of more targeted educational assessments and interventions.
• It informs teacher training to better address reading and spelling difficulties in the classroom.
• It promotes cross-linguistic and cross-cultural understanding of how literacy develops in different writing systems.
SOL’s next steps will involve a cross-linguistic study comparing Spanish and English learners, as well as neuroimaging research to explore how the brain supports each type of learning. The findings have the potential to influence educational policy and to improve support for children with learning differences across Europe and beyond.
The implications of this are far-reaching:
• It supports the development of more targeted educational assessments and interventions.
• It informs teacher training to better address reading and spelling difficulties in the classroom.
• It promotes cross-linguistic and cross-cultural understanding of how literacy develops in different writing systems.
SOL’s next steps will involve a cross-linguistic study comparing Spanish and English learners, as well as neuroimaging research to explore how the brain supports each type of learning. The findings have the potential to influence educational policy and to improve support for children with learning differences across Europe and beyond.