The SOL project investigates whether orthographic learning (OL)—the process of learning to read and spell written words—relies on one unified system or two distinct systems: OL-Reading and OL-Spelling. Through behavioral studies in bilingual children and MEG neuroimaging in adults, the project examines cognitive and neural predictors of each OL type. Results reveal dissociable patterns, supporting a two-system model. Additionally, SOL develops a novel assessment battery to identify children at risk of OL deficits. A teacher-training program implements this tool in educational settings, bridging research and practice. The project aligns with EU priorities on early intervention and inclusive education.
About the Project
The SOL Project is a postdoctoral research initiative funded by the European Commission through the Marie Skłodowska-Curie Individual Fellowship Programme. It is hosted by the Department of Social and Cultural Anthropology at the University of Cádiz (Spain) and the Basque Center for Cognition, Brain and Language (BCBL) in San Sebastián (Spain). The SOL Project (Study of Orthographic Learning) investigates the cognitive and neural mechanisms underlying orthographic learning in reading and spelling. Using experimental methods and neuroimaging, it aims to identify key predictors of literacy development. The findings will inform the development of educational and diagnostic tools, supporting evidence-based strategies for literacy instruction.
1. Summary of the context and overall objectives of the project
Many children struggle to become fluent readers and accurate spellers, especially those with dyslexia. These difficulties can severely impact their academic performance and long-term educational opportunities. One key ability that underpins literacy development is orthographic learning — the process by which we become familiar with the written form of a word.
Until now, it has often been assumed that reading and spelling rely on the same learning system. However, growing evidence suggests this might not be the case. The SOL project (Study of Orthographic Learning) set out to investigate whether there are actually two different systems for learning how to read and how to spell.
This research is important for society because a better understanding of how literacy develops — and why it sometimes fails — can lead to improved teaching strategies, early detection of learning difficulties, and more inclusive education systems.
2. Work performed from the beginning of the project to the end of the period covered by the report and main results achieved
The project focused on school-aged children in Spain. A total of 93 third-grade children participated in experiments designed to test how they learn the written form of new words. The study used a technique where children repeatedly saw and read aloud made-up words and were later tested on how well they could recognize the correct spelling or how quickly they could read them.
Two key results emerged:
There was no statistical relationship between reading speed improvement and spelling accuracy improvement of the exact same words. This suggests that the ability to develop fluent reading and the ability to develop accurate reading, while both relying on orthographic learning, may involve different cognitive processes. In summary, this is evidence for two distinct orthographic learning systems, as opposed to a unitary orthographic learning system.
Different cognitive skills predicted each type of orthographic learning. Rapid visual-verbal processing was linked to reading speed improvement, while visual and memory skills were more important for spelling accuracy improvement.
These findings were presented at an international conference (iWORDD, BCBL), they will be published in peer-reviewed papers and will be shared with education professionals. Materials are being developed to support teachers in identifying and supporting children at risk of developing orthographic learning difficulties.
3. Progress beyond the state of the art, expected results until the end of the project and potential impacts
This project challenges traditional views of literacy by rejecting the notion of a single, unified system for orthographic learning. Instead, the findings suggest that orthographic learning relies on distinct cognitive processes. The specific mechanisms involved vary depending on whether the goal of orthographic learning is to develop accurate spelling or to enhance reading fluency. This distinction helps explain why some children read fluently but struggle with spelling, while others may spell well but have difficulty reading smoothly.
The implications of this are far-reaching:
It supports the development of more targeted educational assessments and interventions.
It informs teacher training to better address reading and spelling difficulties in the classroom.
It promotes cross-linguistic and cross-cultural understanding of how literacy develops in different writing systems.
SOL’s next steps will involve a cross-linguistic study comparing Spanish and English learners, as well as neuroimaging research to explore how the brain supports each type of learning. The findings have the potential to influence educational policy and to improve support for children with learning differences across Europe and beyond.
Orthographic Learning: One unitary system or two separate constructs (reading vs. spelling)?
Authors:
Onochie-Quintanilla, E. (Universidad de Cádiz)
Lallier, M. (Basque Centre on Cognition, Brain & Language)
Navarro-Guzmán, J.I. (Universidad de Cádiz)
4th iWORDD - International Workshop on Reading and Developmental Dyslexia
7-9 June 2023 - Donostia San Sebastian, Spain
Abstract:
According to Share’s (2008) self-teaching hypothesis on Orthographic Learning (OL), phonological recoding enables the reader to develop the orthographic representations necessary for words to be, both 1) read lexically, and 2) spelled accurately. However, does learning to spell a word (OL-Spelling) and automatizing the reading of a word (OL-Reading) rely on the same learning process?
This study aims to i) examine whether there is one single OL system or two OL systems (OL-Spelling vs. OL-Reading), ii) identify potential cognitive predictors of OL-Reading and OL-Spelling, and iii) explore the interaction between OL and orthographic depth.
Participants will be approximately 200 children (100 English- and 100 Spanish- speaking) in Grade 3. Repeated reading of non-words (10 exposures) will assess the children’s ability to automatise word reading (OL Reading), while an orthographic choice test assesses the extent to which the spelling of those non-words has been learned (OL Spelling). Phonemic awareness, naming speed (RAN), visual attention and vocabulary will also be assessed.
Preliminary results in Spanish only, reveal a non-significant correlation between OL-Reading and OL-Spelling. The unique contributions made by different cognitive skills to OL-Spelling and OL-Reading will be discussed. So far, these results can be interpreted as evidence of two OL systems.
Download presentation:
SOL: The Study of Orthographic Learning
Authors:
Onochie Quintanilla, Eduardo (Universidad de Cádiz)
Navarro, José Ignacio (Universidad de Cádiz)
Lallier, Marie (Basque Centre on Cognition, Brain & Language)
Simpson, Ian C. (Universidad de Granada)
Aguilar, Manuel (Universidad de Cádiz)
European Researchers Night, Fundación Épica, Badalona (Spain) - EPSN 2021
