Development of word identification speed in skilled and less skilled beginning readers.

Ehri, Linnea C.; Wilce, Lee S.

doi:10.1037/0022-0663.75.1.3

Cited by 168 publications

(99 citation statements)

References 33 publications

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“…We know from other studies that poor readers are cue readers. They have weak decoding skill and spelling skill yet often they are able to read many real words (Ehri & Wilce, 1983;Perfetti & Hogaboam, 1975). The explanation usually given for this is that poor readers notice and remember visual cues in the words (Gough & Hillinger, 1980).…”

Section: From Cue Reading To Cipher Readingmentioning

confidence: 99%

Learning to Read and Spell Words

Ehri¹

1987

Journal of Reading Behavior

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299

196

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Learning to read and spell words is a central part of becoming literate. During text reading, most words are processed, and skilled readers are able to do this effortlessly. How they become skilled at processing graphic cues has been the focus of our research. Findings indicate that prereaders do not acquire graphic skill by learning to read signs and labels in their environment. Rather, mastery of letters is required. Whereas prereaders use visual or context cues to identify words, as soon as children move into reading they shift to letter-sound cues. Initially, words are read by accessing remembered associations between a few letters in spellings and sounds in pronunciations. Later, when decoding skill matures, complete spellings are analyzed as phonemic symbols for pronunciations and are stored in memory. Various studies indicate that having a visual picture of speech in memory is an important part of a person's information-processing equipment. Spellings may influence how words are pronounced, what sounds people think are in words, how quickly people judge spoken word rhymes, how rapidly pronunciations change over time.Although the great debate about methods of teaching reading may be over, it is not true that all the mysteries of beginning reading instruction have been solved. There are plenty inviting attention. We know that code emphasis programs produce better beginning readers than meaning emphasis programs (Chall, 1967). However, we do not yet understand how or exactly why. There are many ways to structure phonics instruction. Sounding out and blending may or may not be taught. Segmenting words into phonemes may or may not receive attention.

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Section: From Cue Reading To Cipher Readingmentioning

confidence: 99%

Learning to Read and Spell Words

Ehri¹

1987

Journal of Reading Behavior

Self Cite

299

196

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“…Simultaneously, instruction will address learning to read "sight words," or words that are less phonetically regular in English (Ehri & Wilce, 1983;Goswami, 1986;Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001). Sight words or high-frequency words will be introduced prior to students reading them and will be selected based on high utility and frequency of use.…”

Section: Instructional Frameworkmentioning

confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multitiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students. Special Issue Edited by Don Compton, Vanderbilt UniversityPublisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Response to Intervention with Older Students with Reading DifficultiesResponse to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling learners. Fundamental to the implementation of an RTI approach are the following components: (a) accurate universal screening to assure that all students at-risk for reading difficulties are identified as early as possible, (b) valid and reliable progress monitoring to determine students' response to instruction that may vary in intensity and differentiation, and (c) multi-tiered research-based reading interventions to provide confidence that students whose response is less than expected have been provided with the most effective instruction and intervention protocols available. In addition, implementation requires knowledge about effective school and student factors that contribute to RTI models. Thus, RTI introduces instruction-driven assessments and a layered approach to instructional service delivery that begins in the classroom with all students (Tier I); supplements instruction with secondary interventions that provide greater intensity, differentiation, and time on task for some students (Tier II); and provides intensive intervention for a smaller number of students who have not benefited adequately from classroom instruction and secondary interventions (Tier III). Determination of the level of intervention needed is based on the results of progress-monitoring assessmen...

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“…Yet children progress to unitization at vastly different rates. Poor readers typically have a much larger difference between their word-reading and symbol-naming speeds than do good readers (Bowers & Swanson, 1991;Ehri & Wilce, 1983).…”

mentioning

confidence: 99%

“…Yet the effects of print exposure (at least when measured by extent of practice) on reading speed are dependent on reader skill status as well as characteristics of the words and text which are practiced. Ehri and Wilce (1983) report that poor readers failed to unitize nonwords or words after 18 practices. Good readers unitized nonwords after practice; since they had already unitized the words used in this study, practice did not further affect their word-reading speed.…”

mentioning

confidence: 99%

“…He argued that implicit phonemic knowledge (as well as practice) is central to forming such representations. Ehri and Wilce (1983) described three stages in word recognition: (a) becoming accurate; (b) obligatory processing of print (as in Stroop effects), which has in the past often defined automaticity; and (c) gains in speed once automaticity in the form of obligatory processing has been achieved. They used the term unitization to refer to asymptotic speed of word recognition, similar to the speed at which the most familiar of simple symbols, for example, digits, are recognized.…”

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confidence: 99%

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Text Reading and Rereading: Determinants of Fluency beyond Word Recognition

Bowers

1993

Journal of Reading Behavior

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Factors related to the slower reading of text by reading disabled compared to average readers were studied. Thirty-seven children selected as poor and average readers in Grade 2 were followed through Grade 4; each year they reread text passages at a level of difficulty appropriate for each child. Phonological awareness (phoneme deletion) and digit-naming speed were consistently related to speed and errors on initial reading of a text and on reading it for the fourth time. After controlling for word-recognition skill, only digit-naming speed contributed significant additional variance to reading speed before and especially after practice, even over more than a 2-year period. Such independent relationship to fluency suggests that current theories stressing the role of phonemic sensitivity in fluent as well as accurate reading need to be modifed to include the role of processes indexed by simple symbol-naming speed.

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Development of word identification speed in skilled and less skilled beginning readers.

Cited by 168 publications

References 33 publications

Learning to Read and Spell Words

Learning to Read and Spell Words

Response to intervention with older students with reading difficulties

Text Reading and Rereading: Determinants of Fluency beyond Word Recognition

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