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Learning New Words Affects Nonword Pronunciation In Children, Maya Khanna, Michael J. Cortese, Katharine Birchwood

Psychology Faculty Publications

In two experiments we examined how children’s nonword pronunciations are influenced by learning words. In Experiment 1, children pronounced nonwords before and after learning words sharing orthographic rimes with the nonwords. These rimes varied in spelling-to-sound consistency and regularity. Children’s nonword pronunciations were more sensitive to consistency and regularity after instruction than before. Experiment 2 expanded upon Experiment 1 by modifying the instruction to highlight regularity and consistency in rime unit neighborhoods and by including both younger (M age = 7.6) and older (M age = 9.92) participants. After instruction, Experiment 2 participants demonstrated greater sensitivity to rime unit consistency …