When acquiring novel spoken words, English-speaking children generate preliminary orthographic representations even before seeing the words' spellings (Wegener et al., 2018). Interestingly, these orthographic skeletons are generated even when novel words' spellings are uncertain, at least in transparent languages like Spanish (Jevtović et al., 2022). Here we investigate whether this process depends on the orthographic rules of the language, and specifically, whether orthographic skeletons for words with uncertain spellings are generated even when the probability of generating an incorrect representation is high. Forty-six French adults first acquired novel words via aural instruction and were then presented with words' spellings in a self-paced reading task. Importantly, novel words were presented in their unique (consistent words) or one of their two possible spellings (preferred and unpreferred inconsistent words). A significant reading advantage observed for aurally acquired words indicates that participants indeed generated orthographic representations before encountering novel words' spellings. However, while no differences in reading times were found for aurally acquired words with unique and those presented in their preferred spellings, unpreferred spellings yielded significantly longer reading times. This shows that orthographic skeletons for words with multiple spellings were generated even in a language in which the risk of generating an incorrect representation is high. This finding raises a possibility that generating orthographic skeletons during spoken word learning may be beneficial. In line with this conclusion is the finding showing that - in interaction with good phonological short-term memory capacity - generating orthographic skeletons is linked to better word recall.
Keywords: orthographic representations; phonology; reading; spelling; word learning.
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