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Implicit statistical learning: Effects of a word-picture training on reading and spelling in elementary school children and youths with intellectual disabilities
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Katja Margelisch source: https://doi.org/10.7892/boris.64504 | downloaded: 13.3.2017
1) Important elements of reading instruction 2) Sight words / implicit statistical learning 3) General aims of the training-studies 4) Study 1 5) Study 2 6) Summary
Overview
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Reading instruction: What are the major findings?
Most children need explicit instructions in decoding and comprehension (e.g. Chall, 1983; Johnson, 2013).
While fluency isn’t sufficient for comprehension, it is absolutely
necessary for good comprehension (e.g. Johnson, 2013).
Spelling and reading are highly related, especially in the early stages
of learning to read (e.g. Fletcher-Flinn et al., 2004).
Children should spend more time independently
reading and writing (e.g. Fletcher-Flinn et al., 2004).
Children not reaching benchmarks benefit from daily intensive instruction (e.g. Johnson, 2013).
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4 different ways to read words (Ehri, 2005) 1) Decoding: sound out and blend graphemes into phonemes / work with larger chunks of letters to blend syllabic units into recognizable words 2) Analogizing: Using words we already know to read new words (e.g. «Bottle» -> «throttle») 3) Prediction: Using context and letter clues to guess unfamiliar words 4) Reading words by memory or sight: Words we have read before -> we can just look at them and our brain recognizes them.
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Sight word reading (based on implicit statistical learning) - When readers see the word, the word’s identity is triggered in
memory very rapidly (Ehri, 2005)
- Readers can recognize the pronunciations and meanings of well known sight words automatically (LaBerge & Samuels, 1974)
- If readers know words by sight and can recognize them automatically, then word reading operates unconsciously. All other ways of reading words requires conscious attention.
- Poor readers have difficulties with sight word reading (Ehri, 2005)
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pontes grisei
caudolenticulares
witches, magic,
frogs, castle
one, two, you,
have, father, the,
they….
the, and, I, book,
play, happy, big….
Words that cannot be
phonically produced High-frequency words
Words of special interest Colloquium 050914 7
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The role of implicit statistical learning in reading acquisition
1) It has been demonstrated that there is a rich statistical structure in both oral and written language (Arciuli & Simpson, 2012).
2) Implicit learning processes seem to be largely independent of age and IQ (Don et al., 2003; Vinter & Perruchet, 2000).
3) The acquisition of an artificial language proceeds more effectively when it contains the types of statistical structure found in natural language (as reviewed by Gómez & Gerken, 2000).
4) Some studies have indicated that individuals with language-based impairments like dyslexia show deficiencies in implicit learning (Grunow et al., 2006; Tomblin et al., 2007).
Side word learning: an connection-forming process
Spelling in
written words
Pronunciation Meanings in
memory
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There is convincing evidence that phonological, orthographic and semantic processes influence children’s ability to learn to read and to spell words. (Wang et al., 2011).
By frequent reading, children acquire implicit knowledge about the frequency of letter patterns in written words, and they use this knowledge during reading and spelling (Pollo et al., 2009).
Additionally, semantic connections facilitate the storing of words in memory (Wang et al., 2011).
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Reading acquisition
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Additional problems of children with reading / spelling problems: avoidance behavior; Improvement of endurance with computer-based trainings (von Suchodoletz,
2007)
Training-programs should be adjusted depending on the current performance, experiences of success and immediate feedback are important for progress (von
Suchodoletz, 2007)
Individual exercise blocks should not take longer than 15 min, playful elements are recommended (von Suchodoletz,
2007)
Current orthographic knowledge can promote and encourage orthographical learning (Cunningham et al., 2002)
Transfer
Major training principles
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We investigated the effects of a word-picture training (WPT) which is based on statistical and semantic learning on reading in healthy elementary school children and children who are suffering from learning difficulties and / or intellectual disabilities.
General aims
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Study 1: COGNITVE INTERVENTIONS IN SWISS SCHOOLS (ciss) Studer, Barbara -> Brain Twister (BT) Törmänen, Mina -> Audilex (AL) Margelisch, Katja -> Word-Picture-Training (WPT) Mendelowitsch, Sarah Eckstein, Doris Kodsdabashev, Stefan Perrig, Walter Masterstudents Meili, Valentina Urwyler, Claudia Ritter, Jeanine Research assistants Wyss, Harro Von Dach, Christa Hogrefe, Antonia
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132 children from regular elementary schools in Switzerland • 8-11 years old (2nd, 3rd or 4th graders) • focused on whole school class interventions • studying pupils with diagnosed learning
disabilities or not diagnosed learning difficulties
CISS: Methods
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Training: 3x / week, 15min / session, during 8 weeks
= 24 training sessions with educator or psychologist
CISS: Methods
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-.4000000
-.3000000
-.2000000
-.1000000
.0000000
.1000000
.2000000
.3000000
Gains (z-values) in reading, phonological processing and spelling
BT
AL
WPT
30
35
40
45
50
55
60
65
70
75
WPT Audilex WPT Audilex
T1 T2
Pe
rce
nti
le r
an
k
timepoint
Word / nonword reading accuracy
SLRT words
SLRT nonwords
***
***
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***
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30
40
50
60
70
80
90
100
WPT Audilex WPT Audilex
T1 T2
co
rrect
wo
rds (
raw
valu
es)
time point
Word / nonword reading accuracy
SLRT words
SLRTnonwords
***
***
***
Within the word-picture intervention group, children without
diagnosed learning disabilities profited more in spelling as
children with diagnosed language-based disabilities.
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0
10
20
30
40
50
60
70
T1 T2
time
gra
ph
em
s c
orr
ect
(pe
rce
nti
le
ran
k)
Spelling (graphems)
diagnosis
withoutdiagnosis
Children with language-based learning disabilities; (n=6) vs.
Childern without diagnoses (n=38)
*
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Children without learning difficulties benefited more in
word comprehension as children with learning difficulties.
0
10
20
30
40
50
60
70
80
90
T1 T2
time
pe
rce
nti
le
reading comprehension
diagnosis
without diagnosis
*
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The word-picture training and the auditory-visual matching training
led to substantial gains in reading and spelling performance in
comparison to the working-memory training.
The word-picture-training program led to differential effects for
children with / without learning difficulties:
Children without learning difficulties profited more in spelling and
word comprehension as children with learning-difficulties. No group
differences were found in reading accuracy gains.
Summary Study 1
Do individuals with language-based impairments like dyslexia show deficiencies in implicit statistical learning? Is implicit statistical learning also possible for children with intellectual impairments? -> second study
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Study 2: «Word-Bild-Training» (WOBIT; for word-picture-training in german) in curative schools with children and youths with intellectual disabilities
Margelisch, Katja
Perrig, Walter
Masterstudent
Heldner, Dajana
Research stage
Kürsteiner, Sandra
Research assistant
Hogrefe, Antonia
50 children and adolescents from curative education schools in Switzerland with intellectual disabilities (IQ 75). 9-18 years old 2 training groups (waiting control group design) Test battery (T1, T2, T3): phonological awareness, reading, spelling, attention, intelligence, verbal memory, school behavior
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WOBIT: methods
Training: 5x / week, 15min / session, during 4 weeks
= 20 training sessions with educator or psychologist
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WOBIT: method
The word-picture training led to substantial gains in reading. The effects were preserved six weeks later.
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T1 T2 T3
Group A 20.22 27.43 27.41
Group B 25.12 24.62 28.44
20
21
22
23
24
25
26
27
28
29
wo
rds/m
in (
raw
valu
es)
reading accuracy (T1, T2, T3)
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T1 T2 T3
Group A 70.57 74.25 74.18
Group B 76.69 79.64 83.24
646668707274767880828486
gra
ph
em
s c
orr
ect
(perc
en
t)
Spelling (Graphems)
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T1 T2 T3
Group A 78.46 92.38 94.96
Group B 83.91 99.29 115.38
70
75
80
85
90
95
100
105
110
115
120
KK
A r
aw
valu
es
attention
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Results Study 2
The word-picture training led to substantial gains in reading (also after controlling for gender, age, intelligence, attention, and phonological awareness). The effects were preserved six weeks later. No significant effects were found in spelling. The computer-based training led to substantial gains in attention.
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Implicit learning processes like statistical learning seem to be largely independent of IQ and age. Children with language-based impairments could show deficiencies in implicit statistical learning. Our findings highlight the need for frequent reading trainings with semantic connections in order to support the acquisition of literacy skills.
Summary
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for your attention!
