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Teaching Irregular Words: A Comparison of Mispronunciation Correction and Heart-Word Methods
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DOI：10.1080/10888438.2026.2671171.png)
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Abstract
En 中文
Purpose: This study compared two methods of irregular word instruction: mispronunciation correction (MPC) and heart-words, with an active control condition involving look-and-say reading homework. Method: Sixty Year 1 children (53.30% female, 11.67% of whom spoke English as an additional language) completed four active control sessions learning 14 irregular words, followed by four experimental sessions learning a different set of 14 words using either MPC or heart-word training. Post-testing assessed reading and spelling accuracy for trained items. Results: Both MPC and heart-word instruction produced significantly greater improvements in reading and spelling than the active control condition. No significant differences emerged between the two experimental methods in overall learning outcomes; however, children achieved equivalent gains more quickly in the MPC condition. Conclusion: The findings provide the first empirical evaluation of the heart-word method and support previous research suggesting that instruction involving active orthographic processing is effective for irregular word learning. Practical and theoretical implications are discussed.
Keywords:
LEXICAL SPELLING DEFICITS
PREDICTING GENERALIZATION
READING ACQUISITION
KNOWLEDGE
PRONUNCIATION
RECOGNITION
MEANINGS
ABILITY
LEARN
SET
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