Implicit and Explicit Awareness of a Phonics Rule in the Word Recognition of Students With and Without Learning Disabilities
Bibliographic record
Abstract
This study investigates the ability of students with and without learning disabilities to learn a phonics rule implicitly and the ability of these students to report accurately about the rule verbally. Many researchers have argued that implicit learning denotes a form of learning that occurs without intention and results in adequate performance, but is not available to consciousness and so not verbalizable (Reber, 1993). Others have suggested that this inability to verbalize may not be as definite as originally thought (Ericsson & Simon, 1993). This study examined the implicit learning and explicit knowledge capabilities of students between the ages of 10 and 12 with and without learning disabilities. Students acquired knowledge implicitly about the pronunciation of pseudo words that were governed by one of two phonics rules. They were then asked to verbalize explicitly about the acquired knowledge. Results indicate that implicit knowledge capabilities for all students were not significantly different. However, there were significant differences between students with and without learning disabilities on explicit knowledge scores.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".