How granularity of orthography-phonology mappings affect reading development : evidence from a computational model of English word reading and spelling

Abstract

It is widely held that children implicitly learn the structure of their writing system through statistical learning of spelling-tosound mappings. Yet an unresolved question is how to sequence reading experience so that children can ‘pick up’ the structure optimally. We tackle this question here using a computational model of encoding and decoding. The order of presentation of words was manipulated so that they exhibited two distinct progressions of granularity of spelling-to-sound mappings. We found that under a training regime that introduced written words progressively from small-to-large granularity, the network exhibited an early advantage in reading acquisition as compared to a regime introducing written words from large-to-small granularity. Our results thus provide support for the grain size theory (Ziegler and Goswami, 2005) and demonstrate that the order of learning can influence learning trajectories of literacy skills.