H2020Индивидуална стипендия2021–2025

SOL · the Study of Orthographic Learning

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2021-03-01 → 2025-03-29
Финансиране от ЕС: 172 932 €
Участници: 1
Схема: MSCA-IF

Линиите свързват координатора с партньорите.

Накратко на български

Ортографичното обучение изследва дали четенето и правописът са отделни процеси, например чрез проверка дали детето може да разпознава дума, без задължително да знае как се пише. Разбирането на тези механизми помага за по-ранна диагностика и по-добри стратегии за преодоляване на трудностите при ученето.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

the Study of Orthographic Learning

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.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

Literacy acquisition can become a developmental bottleneck for a significant percentage of otherwise-competent children, preventing them from adequate progress in education. One key concept which is both, crucial to attain literacy proficiency, yet a severely understudied topic, is Orthographic Learning (OL). OL refers to the transition that a written word makes from being initially unfamiliar to becoming familiar, so that the word can be spelled accurately and read automatically. However, there are reasons to believe that, contrary to current OL theory, the skill of learning how to spell a word (OL-Spelling) might not be related to the ability to automatise the reading of a word (OL-Reading). This would result in a drastic revision of literacy acquisition theory. Therefore, the main scientific aim of the Study of Orthographic Learning (SOL) is to clarify whether there is a single OL system or two independent OL systems. To meet this goal, SOL will carry out two studies. Study 1 (Cádiz and Gibraltar) will 1) assess to what extent does OL-Reading correlate with OL-Spelling, 2) examine whether the cognitive predictors of OL-Reading and OL-Spelling differ, and 3) explore how the interaction between orthographic depth (English vs. Spanish) and OL clarifies whether there is one or two OL systems. Profiting from cutting-edge neuroimaging technology, Study 2 (BCBL, San Sebastián) will assess if the neural correlates of OL vary depending on the type of OL being assessed. Moreover, one H2020 cross‐cutting priority and two Europe 2020 Flagship Initiatives are i) promoting fairness in education from an early age, ii) contributing to creating an excellent education system and iii) preventing school-failure by improving literacy early on. Adopting an interdisciplinary approach, SOL will address these societal aims by implementing a teacher-training course on how to identify and help children at risk of developing OL-deficits using a novel OL-prediction test battery.

Оригинален текст от CORDIS (на английски).

Участници

UNIVERSIDAD DE CADIZ · CadizКоординаторИспания