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Considerable research has been conducted to examine the role of spellings to support oral vocabulary learning in children with typical (e.g. Rosenthal & Ehri, 2008, Ricketts et al., 2009, 2021) and atypical development (e.g., Baron et al., 2018, Ricketts et al., 2015). Evidence from these studies suggests that primary school children learn and remember the pronunciations of new spoken words better when taught in the presence of spellings. Some studies (e.g., Ricketts et al 2021) have also found a benefit for acquisition of meanings when taught with spellings, although literature reports mixed findings in this regard. Overall, this effect, known as orthographic facilitation, is a promising strategy for vocabulary instruction that can easily be implemented in classrooms. Specifically, Salins et al (2021) demonstrated primary school children with hearing loss, who are known to struggle with vocabulary acquisition, benefitted significantly from orthography to learn new object names. However, all studies of orthographic facilitation have used low frequency nouns or novel words paired with object pictures to assess the orthographic facilitation effect, limiting generalisability to other word types. It is very important to address this gap in literature to support learning of other word types (e.g., adjectives) and support effective implementation of this strategy in classrooms. The primary aim of current study is to examine orthographic support for adjective learning in primary school children with and without hearing loss. Further, given the mixed findings in literature regarding orthographic facilitation for semantic learning (see Colenbrander et al., 2019), we aim to assess whether spellings can assist children in learning the meanings of adjectives, in addition to the oral words.

This study used a novel word-training paradigm to examine the integration of spoken word knowledge when learning to read morphologically complex novel words. Australian primary school children including Grades 3–5 were taught the oral form of a set of novel morphologically complex words (e.g., (/vɪbɪŋ/, /vɪbd/, /vɪbz/), with a second set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g., vib), embedded in sentences, while their eye movements were monitored. Half of the stems were spelled predictably and half were spelled unpredictably. Reading times were shorter for orally trained stems with predictable than unpredictable spellings and this difference was greater for trained than untrained items. These findings suggest that children were able to form robust orthographic expectations of the embedded morphemic stems during spoken word learning, which may have occurred automatically without any explicit control of the applied mappings, despite still being in the early stages of reading development. Following the sentence reading task, children completed a reading-aloud task where they were exposed to the novel orthographic forms for a second time. The findings are discussed in the context of theories of reading acquisition.

This systematic review and meta-analysis aims to answer the following questions in relation to the effectiveness of morphological instruction for primary school children in English-speaking countries: 1. Does morphological instruction improve children’s outcomes on measures of reading accuracy, reading fluency and spelling containing trained words? 2. Does morphological instruction result in generalisation to tasks containing untrained words, and to measures of far transfer such as reading comprehension? 3. Does the effectiveness of instruction differ depending on child factors such as age, reading ability or linguistic background, and instructional factors such as group size, amount of instructional time, type of instructor, or the nature (e.g., active vs. passive) and content (e.g., reading and/or language instruction vs non-linguistic instruction) of the control condition?

Potentiophones are irregular words that, when phonologically decoded, produce the phonological form of another words (e.g., shone, which is pronounced ‘shown’ if phonologically decoded). The Self-Teaching Dual Route Cascaded (ST-DRC) model of reading (Pritchard, Coltheart, Marinus & Castles, 2018) predicts that potentiophones will be particularly difficult to learn. If potentiophones are challenging to learn, this may produce a processing cost that endures. Therefore, in this study, we compare adults' processing of potentiophones compared to matched non-potentiophone irregular words.

Stage 1 Registered Report and materials accompanying the manuscript "An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers"

Supplemental material, sj-docx-1-qjp-10.1177_17470218221102916 for Orthographic facilitation of oral vocabulary acquisition in primary school children by Andrea Salins, Linda Cupples, Greg Leigh and Anne Castles in Quarterly Journal of Experimental Psychology

Supplemental material, sj-docx-1-qjp-10.1177_17470218221113949 for The effect of oral vocabulary training on reading novel complex words by Elisabeth Beyersmann, Signy Wegener, Valentina N Pescuma, Kate Nation, Danielle Colenbrander and Anne Castles in Quarterly Journal of Experimental Psychology

Supplemental material, sj-docx-1-qjp-10.1177_17470218221113949 for The effect of oral vocabulary training on reading novel complex words by Elisabeth Beyersmann, Signy Wegener, Valentina N Pescuma, Kate Nation, Danielle Colenbrander and Anne Castles in Quarterly Journal of Experimental Psychology

Surface dyslexia is characterised by poor reading of irregular words while nonword reading can be completely normal. Previous work has identified several theoretical possibilities for the underlying locus of impairment in surface dyslexia. In this study, we systematically investigated whether children with surface dyslexia showed different patterns of reading performance that could be traced back to different underlying levels of impairment. To do this, we tested 12 English readers, replicating previous work in Hebrew (Gvion & Friedmann, 2013; 2016; Friedmann & Lukov, 2008; Friedmann & Gvion, 2016). In our sample, we found that poor irregular word reading was associated with deficits at the level of the orthographic input lexicon and with impaired access to meaning and spoken word forms after processing written words in the orthographic input lexicon. There were also children whose surface dyslexia seemed to be caused by impairments of the phonological output lexicon. We suggest that further evidence is required to unequivocally support a fourth pattern where the link between orthography and meaning is intact while the link between orthography and spoken word forms is not functioning. All patterns found were consistent with dual route theory while possible patterns of results, which would be inconsistent with dual route theory, were not detected. Crown Copyright (C) 2018 Published by Elsevier Ltd. All rights reserved.

Supplemental material, Supplementary_Materials_QJEP for Paired associate learning deficits in poor readers: The contribution of phonological input and output processes by Robin A Litt, Hua-Chen Wang, Jessica Sailah, Nicholas A Badcock and Anne Castles in Quarterly Journal of Experimental Psychology

Supplemental material, APPENDIX_QJEP for Paired associate learning deficits in poor readers: The contribution of phonological input and output processes by Robin A Litt, Hua-Chen Wang, Jessica Sailah, Nicholas A Badcock and Anne Castles in Quarterly Journal of Experimental Psychology

Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words and existing words). In Experiment 1, 9-11-year-olds saw unfamiliar words in one of two storybook conditions, differing in degree of focus on the new words but matched for frequency of exposure. Children showed good learning of the novel words in terms of both configuration (form and meaning) and engagement (lexical competition). A frequency manipulation under incidental learning conditions in Experiment 2 revealed different time-courses of learning: a fast lexical configuration process, indexed by explicit knowledge, and a slower lexicalization process, indexed by lexical competition.

Lexical competition processes are widely viewed as the hallmark of visual word recognition, but little is known about the factors that promote their emergence. This study examined for the first time whether sleep may play a role in inducing these effects. A group of 27 participants learned novel written words, such as banara, at 8 am and were tested on their learning at 8 pm the same day (AM group), while 29 participants learned the words at 8 pm and were tested at 8 am the following day (PM group). Both groups were retested after 24 hours. Using a semantic categorisation task, we showed that lexical competition effects, as indexed by slowed responses to existing neighbor words such as banana, emerged 12 hours later in the PM group who have had slept after learning but not in the AM group. After 24 hours the competition effects were evident in both groups. These findings have important implications for theories of orthographic learning and broader neurobiological models of memory consolidation.