How Does Lexical Access Fit into Models of Word Reading?

MacKay, Elizabeth; Conrad, Nicole J.; Deacon, S. Hélène

doi:10.1080/10888438.2021.1993230

Cited by 3 publications

(1 citation statement)

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“…We focus on studies examining children's learning of, rather than knowledge of, these lexical forms (see also dynamic vs. crystallized knowledge; Share, 2008a). We do so because of repeated concerns about lexical level measures of orthographic knowledge (e.g., turtle‐tertle ) measuring word reading itself, reinforced by findings that these outcomes load onto a single factor (Deacon, Pasquarella, et al, 2019; MacKay et al, 2022). Turning to the learning component, some studies now show that orthographic learning, when directly assessed, does predict gains in reading acquisition.…”

Section: Evidence To Support the Theoretical Framework Of Print Learningmentioning

confidence: 99%

Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill

Conrad

Deacon

2022

Reading Research Quarterly

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All dominant models of reading development ascribe a central role to learning about the orthography in reading acquisition, particularly as children transition to fluent word reading (e.g., Ehri, 2014; Share, 1995). And yet, we know far less about the contributions to word reading development of children's learning about the orthographic form of language than about its phonological dimensions. Through a focused review, we put forward a new conceptualization about the role of learning about the orthography in reading development. This new theoretical framework defines a broader conceptual and developmental scope of print learning, and it predicts bidirectional relations between print learning and word reading development. This theoretical framework both encompasses and expands traditional views on the role of learning about the orthography in reading development. We hope that this framework will both unify and guide theoretical conceptualizing and empirical research.

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Section: Evidence To Support the Theoretical Framework Of Print Learningmentioning

confidence: 99%