The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition

We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and 2 74), children were taught 16 unknown polysyllabic words. Half words appeared with present half without orthography. Learning assessments captured degree semantic orthographic learning; they administered one week after teaching (Studies 2), and, unusually, eight months later (Study only). Bayesian analyses indicated that was associated more learning, though this effect estimated certainty for than learning. Newly learned knowledge well retained over time, indicating our paradigm sufficient to support long-term Our approach provides an example how studies can look beyond simple accuracy measures reveal cumulative nature lexical