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How Is Vocabulary Learnt? An Acquisitional Sequence of L2 Word Knowledge
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Beatriz González-Fernández – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
Second language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study…
Descriptors: Vocabulary Development, Language Acquisition, Sequential Learning, Written Language
Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation with Individual Differences in Reading Skill
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Hung, Yi-Hui; Frost, Stephen J.; Molfese, Peter; Malins, Jeffrey G.; Landi, Nicole; Mencl, W. Einar; Rueckl, Jay G.; Bogaerts, Louisa; Pugh, Kenneth R. – Scientific Studies of Reading, 2019
To investigate the neural basis of a common statistical learning mechanism involved in motor sequence learning and decoding, we recorded brain activation from participants during a serial reaction time (SRT) task and a word reading task using functional magnetic resonance imaging. In the SRT task, a manual response was made depending on the…
Descriptors: Brain, Word Recognition, Reading Skills, Individual Differences
Early Contribution of Phonological Awareness and Later Influence of Phonological Memory throughout Reading Acquisition
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Nithart, Christelle; Demont, Elisabeth; Metz-Lutz, Marie-Noelle; Majerus, Steve; Poncelet, Martine; Leybaert, Jacqueline – Journal of Research in Reading, 2011
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1-year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological…
Descriptors: Phonological Awareness, Short Term Memory, Word Recognition, Long Term Memory
Episodic Contributions to Sequential Control: Learning from a Typist's Touch
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Crump, Matthew J. C.; Logan, Gordon D. – Journal of Experimental Psychology: Human Perception and Performance, 2010
Sequential control over routine action is widely assumed to be controlled by stable, highly practiced representations. Our findings demonstrate that the processes controlling routine actions in the domain of skilled typing can be flexibly manipulated by memory processes coding recent experience with typing particular words and letters. In two…
Descriptors: Teaching Methods, Learning Processes, Office Occupations, Sequential Learning
Sequential-Simultaneous Processing and Reading Skills in Primary Grade Children.
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McRae, Sandra G. – Journal of Learning Disabilities, 1986
The study examined relationships between two modes of information processing, simultaneous and sequential, and two sets of reading skills, word recognition and comprehension, among 40 second and third grade students. Results indicated there is a relationship between simultaneous processing and reading comprehension. (Author)
Descriptors: Cognitive Processes, Primary Education, Reading Comprehension, Reading Skills
Learning to Read Words Efficiently.
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Lesgold, Alan M.; Curtis, Mary E. – 1980
The research described in this report is the first part of an attempt to study the development of both overall reading ability and verbal encoding efficiency in an effort to see how the two are related. The report proposes a theory of prerequisite or hierarchical relationships and suggests that there may be differences between performance of a…
Descriptors: Beginning Reading, Elementary Secondary Education, Learning Processes, Longitudinal Studies