I need help writing this in APA format and adding the in-text citations. It's a summarized article for Linnea C. Ehri (2014) Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning, Scientific Studies of Reading, 18:1, 5-21, DOI: 10.1080/10888438.2013.819356 To link to this article: https://doi.org/10.1080/10888438.2013.819356

I'm supposed to do the following (I made my best attempt below. PLEASE help me) You will be writing an article summary of Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning Download Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning(Ehri, 2014) Download (Ehri, 2014).

Article Summary Needs to include:

• Begins with the title of the article at the top of the page
• Use the following outline to summarize an article in your own words. Address the following within the summary.
  • Introduction Paragraph
    • General Topic of Paper
  • Research Results Summary Paragraph
    • Phonemic Awareness
    • Letter knowledge
    • Orthographic Mapping to Facilitate Vocabulary Learning
  • Conclusion Paragraph
    • Implications or application from the research findings
• Use in-text citations within your summary
• Create a reference list on a separate page

WORD READING STRATEGIES AND ORTHOGRAPHIC MAPPING

Ehri (2014) discussed the concept of orthographic mapping and its role in the acquisition of sight word reading, spelling memory, and vocabulary learning. Orthographic mapping involves forming connections between the spellings, pronunciations, and meanings of specific words in memory. The author explained that phonemic awareness and grapheme-phoneme knowledge enable orthographic mapping. The article also outlined the different stages of orthographic mapping development, which improve in quality and learning value as the development progresses.

In addition, the article highlighted recent findings that indicated that orthographic mapping to support sight word reading is facilitated when beginners are taught about articulatory features of phonemes and when grapheme-phoneme relations are taught with letter-embedded picture mnemonics. Vocabulary learning is also facilitated when spellings accompany pronunciations and meanings of new words to activate orthographic mapping. The article concluded that once readers can read words from memory, text reading is greatly facilitated. High lexical quality representations of words, which consist of complete spellings that are fully connected to their pronunciations at grapho-phonemic or syllabic levels in memory, facilitate accurate word recognition and reading comprehension.

PHASES IN THE DEVELOPMENT OF WORD READING SKILLS

Ehri (2005a) proposed a phase theory that outlines the development of sight word reading and spelling skills in children. The theory is based on the types of connections formed to memorize how to read words and transitions through four phases: pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic. In the pre-alphabetic phase, children rely on contextual or visual cues to read words, while in the partial alphabetic phase, they form partial connections between more salient letters and sounds to read words. Full alphabetic phase readers form complete connections between graphemes and phonemes to read words from memory, while consolidated alphabetic readers form links between grapheme-phoneme blends to read multisyllabic words. The phases are overlapping waves rather than distinct stages and are acquired gradually. The theory has been criticized for not being continuous; however, the accumulation of sight words is viewed as continuous, and the predominant type of orthographic connection is what changes with development. Instruction in larger syllabic and morphemic units can facilitate the accumulation of larger units, while decoding instruction during the partial phase facilitates movement to the full phase (Ehri, 2005a).

Article Summary: Facilitating Sight Word Learning in Beginners

Numerous studies, including those conducted by Ehri (1987, 1992, 1998, 2005a, 2005b), have established that sight word learning progresses through phases. Recent research has concentrated on the partial alphabetic phase, specifically examining the impact of phonemic awareness and letter knowledge training on children's ability to memorize and read words. This article summarizes Ehri's findings, focusing on two critical aspects: Phonemic Awareness and Letter Knowledge (Ehri, 2014).

Phonemic Awareness:

Ehri's study emphasizes the importance of phonemic awareness, particularly the ability to segment pronunciations into phonemes, in connecting graphemes to phonemes. Two experiments were conducted to assess the effectiveness of teaching children to analyze articulatory gestures in words. The study showed that integrating articulatory training into phonemic awareness instruction significantly improved children's ability to learn and read sight words phonetically, with the group receiving articulation training outperforming other groups (Boyer & Ehri, 2011; Castiglioni-Spalten & Ehri, 2003). This suggests that enhancing sensitivity to articulatory properties strengthens grapheme-phoneme connections, contributing to more secure word reading.

Letter Knowledge:

Grapheme-phoneme knowledge is crucial for building a reliable sight word vocabulary. Ehri's research emphasizes the role of letter names in learning grapheme-phoneme relations. The study demonstrates that beginners who know letter shapes and names can use this knowledge to learn sounds and remember how to read words more effectively than those without such knowledge (Ehri et al., 1985; Roberts, 2003). The use of embedded picture mnemonics, where objects resembling the letter shapes are associated with their initial sounds, proved to be an effective strategy in teaching letter-sound correspondences (Shmidman & Ehri, 2010). This method facilitated quicker learning and better retention of letter-sound knowledge, aiding beginners in moving from the prealphabetic to the partial alphabetic phase.

In conclusion, Ehri's research offers valuable insights into enhancing sight word learning for beginners. The integration of articulatory training in phonemic awareness instruction and the use of embedded picture mnemonics for letter-sound correspondences emerge as effective strategies. These findings have significant implications for literacy instruction, especially for children facing letter learning difficulties and those learning a foreign language.

Orthographic Mapping in Vocabulary Learning

Traditionally, spelling has not been considered a significant contributor to vocabulary learning, with the prevailing view emphasizing pronunciation and meaning storage. However, studies conducted by Ehri and colleagues challenge this notion, demonstrating that exposure to spellings enhances vocabulary learning.

In experiments involving second and fifth graders, students were taught unfamiliar words, and the effectiveness of orthographic mapping was assessed. Results indicated that displaying spellings during learning significantly improved the recall of pronunciations and meanings, emphasizing the importance of orthographic knowledge in vocabulary acquisition.

Implications for Instruction

The findings suggest two key implications for instructional practices. Firstly, teachers should incorporate spellings as part of vocabulary instruction to enhance word learning. Secondly, students should be encouraged to pronounce new vocabulary words aloud when encountering them in text, as this strategy aids in forming connections and retaining spellings, pronunciations, and meanings in memory.

Impact of Orthographic Mapping on Phonological Representations

The article also delves into the impact of orthographic mapping on phonological representations, asserting that spellings influence how individuals perceive and process the sounds in words. Evidence from various studies supports the idea that orthographic mapping contributes more significantly to vocabulary development than phonological working memory.

In-text Citations:

Throughout the summary, Ehri (2014), Boyer and Ehri (2011), Castiglioni-Spalten and Ehri (2003), Shmidman and Ehri (2010), and other relevant studies are cited to attribute the research findings and ideas presented in the article.