Relationship between implicit learning and early English reading skills is mediated by morphological awareness

Lau, F, Toh, XR, Ong, JH ORCID: https://orcid.org/0000-0003-1503-8311, Luk, G, Wong, FCK and Chan, AHD, 2025. Relationship between implicit learning and early English reading skills is mediated by morphological awareness. Reading and Writing. ISSN 0922-4777

Full text not available from this repository.

Abstract

This study examines the role of implicit learning – the ability to detect regularities in the environment without conscious effort – in English reading during the early stages of reading development. Previous investigations into the relationship between implicit learning and reading have yielded mixed findings, and some have raised the notion that previous implicit learning tasks are unidimensional, and/or that the relationship between implicit learning and reading may be mediated by an intermediary variable, such as a metalinguistic skill. To evaluate the predictions of these theories, an implicit learning task comprising four subtests (old-new, cooccurrence, position, generalisation) was administered to 82 first-grade children along with a battery of language and cognitive measures. Significant correlations were observed among the accuracies in the generalisation subtest in the implicit learning task, English word reading, and English morpheme discrimination. Mediation analysis revealed that the relationship between generalisation and English word reading was fully mediated by morpheme discrimination. These findings underscore the multifaceted nature of implicit learning, and provide insights into the potential mechanism through which implicit learning contributes to reading development.

Item Type:	Journal article
Publication Title:	Reading and Writing
Creators:	Lau, F., Toh, X.R., Ong, J.H., Luk, G., Wong, F.C.K. and Chan, A.H.D.
Publisher:	Springer
Date:	3 March 2025
ISSN:	0922-4777
Identifiers:	Number Type 10.1007/s11145-025-10640-0 DOI 2418426 Other
Rights:	This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	01 Apr 2025 14:27
Last Modified:	01 Apr 2025 14:42
URI:	https://irep.ntu.ac.uk/id/eprint/53342

Actions (login required)

Edit View

Statistics

Views

Downloads