Fig. 1.

Schematic representation of procedure, as was used in Van Gorp et al. (2014). The input reflects the word as represented on the screen. The child reads the word out aloud and the experimenter indicates whether it was correct or not. For the children in the no feedback condition the experiment proceeded to the next item. For the children in the word feedback condition the second screen appeared, accompanied by auditory feedback stating what the correct representation should be. For the children in the phonics feedback condition the other four screens apply as well. After stating the correct representation, the item was spelled out and repeated once more, while graphemes and the word lit up accordingly