| Abstract: | Reports an error in "Word-learning performance in beginning readers" by Elizabeth Nilsen and Derrick Bourassa (Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 2008Jun], Vol 622], 110-116). In the article, "Word-Learning Performance in Beginning Readers" by Elizabeth Nilsen and Derrick Bourassa (Canadian Journal of Experimental Psychology, 2008, Vol. 62, No. 2, pp. 110-116), part of the Appendix was inadvertently left out. The Appendix appears in this correction in its entirety. The printer regrets this error. (The following abstract of the original article appeared in record 2008-06986-004.) This investigation examined word-learning performance in beginning readers. The children learned to read words with regular spelling-sound mappings (e.g., snake) more easily than words with irregular spelling-sound mappings (e.g., sword). In addition, there was an effect of semantics: Children learned to read concrete words (e.g., elbow) more successfully than abstract words (e.g., temper). Trial-by-trial learning indicated that children made greater use of the regularity and semantic properties at later trials as compared with early trials. The influence of cognitive skills (paired associate learning and phonological awareness) on word-learning performance was also examined. Regression analyses revealed that whereas paired associate learning skills accounted for unique variance in the children's learning of both regular and irregular words, phonological awareness accounted for unique variance only in the acquisition of regular words. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
