This study investigated whether semantic information presented along with novel printed nonwords facilitates orthographic learning and examined predictors of individual differences in this important literacy skill. A sample of 35 fourth graders was tested on a variety of language and literacy tests, and participants were then exposed to 10 target nonwords, 5 of which were presented with semantic information. Children were tested 1 and 4days later on their ability to correctly recognize and spell the target nonwords. Results revealed a significant main effect on the recognition task, where items presented with semantic information were identified correctly more often than were words presented in isolation. No significant effect of training condition was found for the spelling posttests. Furthermore, multiple regression analyses revealed that both phonological and semantic factors were significant predictors of orthographic learning. The findings support the view that orthographic learning, as measured through visual recognition, involves the integration of phonological, orthographic, and semantic representations.