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The Quarterly Journal of Experimental Psychology Volume 62, 2009 - Issue 10
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Orthographic facilitation in oral vocabulary acquisition

Jessie Ricketts University of Oxford, Oxford, UKCorrespondence[email protected]
,
Dorothy V. M. Bishop University of Oxford, Oxford, UK
&
Kate Nation University of Oxford, Oxford, UK
Pages 1948-1966 | Received 23 Sep 2008, Published online: 09 Sep 2009

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Xing Zhang, Haiming Xu, Haomin Zhang, Jie Sun, Chichi Wang & Zhenxia Pei. (2023) Early reading profiles of L2 English learners: how orthographic knowledge predicts reading comprehension. Journal of Cognitive Psychology 35:8, pages 795-811.
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Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, Kate Nation, Danielle Colenbrander & Anne Castles. (2023) Orthographic Expectancies in the Absence of Contextual Support. Scientific Studies of Reading 27:2, pages 187-197.
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Turkan Ocal & Linnea Ehri. (2017) Spelling Ability in College Students Predicted by Decoding, Print Exposure, and Vocabulary. Journal of College Reading and Learning 47:1, pages 58-74.
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Katharine Pace Miles, Linnea C. Ehri & Mark D. Lauterbach. (2016) Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students. Journal of College Reading and Learning 46:2, pages 99-112.
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Sebastian P. Suggate. (2015) The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Research Journal 23:4, pages 524-544.
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Marie-Josée Bisson, Walter J. B. van Heuven, Kathy Conklin & Richard J. Tunney. (2015) The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary. The Quarterly Journal of Experimental Psychology 68:7, pages 1306-1326.
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Rebecca Lucas & Courtenay Frazier Norbury. (2014) Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD). The Quarterly Journal of Experimental Psychology 67:7, pages 1317-1334.
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Linnea C. Ehri. (2014) Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading 18:1, pages 5-21.
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Jessie Ricketts, Dorothy V. M. Bishop, Hannah Pimperton & Kate Nation. (2011) The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words. Scientific Studies of Reading 15:1, pages 47-70.
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Alessandra Valentini, Rachel E. Pye, Carmel Houston‐Price, Jessie Ricketts & Julie A. Kirkby. (2023) Online Processing Shows Advantages of Bimodal Listening‐While‐Reading for Vocabulary Learning: An Eye‐Tracking Study. Reading Research Quarterly.
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Marjolein Mues, Jennifer Zuk, Elizabeth S. Norton, John D. E. Gabrieli, Tiffany P. Hogan & Nadine Gaab. (2023) Preliteracy Skills Mediate the Relation Between Early Speech Sound Production and Subsequent Reading Outcomes. Journal of Speech, Language, and Hearing Research 66:8, pages 2766-2782.
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Grace T. Clark & Christina Reuterskiöld. (2023) Word Learning With Orthographic Support in Nonspeaking and Minimally Speaking School-Age Autistic Children. Journal of Speech, Language, and Hearing Research 66:6, pages 2047-2063.
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Andrea Salins, Linda Cupples, Greg Leigh & Anne Castles. (2022) Orthographic facilitation of oral vocabulary acquisition in primary school children. Quarterly Journal of Experimental Psychology 76:5, pages 1045-1056.
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Jie Zhang, Huan Zhang, Jackie Eunjung Relyea, Ma. Glenda Lopez Wui, Yan Yan, Rosa Nam, Araceli Enriquez & Lana Kharabi-Yamato. (2022) Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects?. Annals of Dyslexia 73:1, pages 148-163.
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Anezka Smejkalova & Fabienne Chetail. (2022) Learning new words by reading books: Does semantic information help?. Quarterly Journal of Experimental Psychology 76:3, pages 568-582.
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Laura S. Tortorelli & Lori Bruner. (2022) The Word Nerds project: Findings from a research–practice partnership focused on spelling instruction. Journal of Research in Reading 45:3, pages 385-405.
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George K. Georgiou, Tomohiro Inoue & Su-Zhen Zhang. (2022) Cross-lagged relations between vocabulary and word reading in multi-scripts. Reading and Writing 35:6, pages 1343-1358.
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Andrea Salins, Greg Leigh, Linda Cupples & Anne Castles. (2021) Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss. Journal of Speech, Language, and Hearing Research 64:8, pages 3127-3139.
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Susan J. Chambrè, Linnea C. Ehri & Molly Ness. (2019) Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing 33:5, pages 1133-1162.
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