Orthographic learning, phonological recoding, and self-teaching.

Publisher Summary A good deal has been learned about the basic parameters of orthographic learning, but many researchers in this field have observed that less is known about how this learning comes about. The orthographic learning function needs to be systematically mapped for both normal and disabled readers. Most studies to date have understandably used a small number of selected points on the learning curve, and although more exposures tend to elicit stronger outcomes, only a comprehensive mapping effort can determine whether orthographic learning adheres to the standard power function common to a wide variety of skill learning.