Learning to Read Words: Theory, Findings, and Issues

Ehri, Linnea C.

doi:10.1207/s1532799xssr0902_4

Cited by 1,045 publications

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“…There are models that can account for developmental differences between adults and children more broadly in terms of the phases of literacy acquisition (see Ehri, 2005 for a review), but these theories result in predictions concerning the transposed letter effect that conflict with the experimental literature in this area though, (of course, This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Grainger and Ziegler's (2011) Modelmentioning

confidence: 99%

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Pagán

Blythe

Liversedge

2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Although previous research has shown that letter position information for the first letter of a parafoveal word is encoded less flexibly than internal word beginning letters (Johnson, Perea & Rayner, 2007;White et al., 2008), it is not clear how positional encoding operates over the initial trigram in English. This experiment explored the preprocessing of letter identity and position information of a parafoveal word's initial trigram by adults and children using the boundary paradigm during normal sentence reading. Seven previews were generated: Identity (captain); transposed letter and substituted letter nonwords in Positions 1 and 2 (acptain-imptain); 1 and 3 (pactain-gartain), and 2 and 3 (cpatain-cgotain). Results showed a transposed letter effect (TLE) in Position 13 for gaze duration in the pretarget word; and TLE in Positions 12 and 23 but not in Position 13 in the target word for both adults and children. These findings suggest that children, similar to adults, extract letter identity and position information flexibly using a spatial coding mechanism; supporting isolated word recognition models such as SOLAR (Davis, 1999(Davis, , 2010 and SERIOL (Whitney, 2001) models.Keywords: letter position encoding, parafoveal preview, eye movements, childrenThe purpose of this study was to examine how letter identity and position information are encoded during lexical identification in sentence reading by children and adults. Specifically, in this study, parafoveal preprocessing of letter identity and position information in a word's initial trigram by children and adults during silent sentence reading was explored. Parafoveal Preprocessing in Children and AdultsResearch in parafoveal preprocessing in adults, using gazecontingent change paradigms (McConkie & Rayner, 1975;Rayner, 1975), has shown that readers not only process the fixated word but also extract some visual and linguistic information from the next word in the sentence, before it is directly fixated (see Schotter, Angele, & Rayner, 2012 for a review). Studies using the moving window paradigm have shown that in skilled readers, the effective visual field in reading (the perceptual span) extends over an asymmetrical area from 3-4 characters spaces to the left of the fixated word to 14 -15 character spaces to the right of fixation in alphabetic languages (McConkie & Rayner, 1975). Word identification occurs in the area closest to fixation (between 3 and 4 letters to the left and 6 or 7 letters to the right of fixation; Rayner & Bertera, 1979;Rayner, Inhoff, Morrison, Slowiaczek, & Bertera, 1981).With respect to the size of the effective visual field in reading for children, studies have shown that the perceptual span increases with age. Thus, 7-to 9-year-old children were found to have a perceptual span of 3 to 4 letter spaces to the left of fixation and 11 letters to the right; while the span was 3 to 4 letters spaces to the left and 14 letters to the right of fixation in 11-year-old children (Häikiö, Bertram, Hyönä & Niemi, 2009;Rayner, 1986;Sperlich, Sch...

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Section: Grainger and Ziegler's (2011) Modelmentioning

confidence: 99%

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Pagán

Blythe

Liversedge

2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…While there is a practical dimension to the implementation of the time limits (i.e., a goal was to design a components battery that could be completed in one class period), efficiency is also central to each of the underlying constructs of the RISE. Most models of reading development recognize the centrality of rapid, automatic visual word recognition to reading ability (Abadzi, 2003;Adams, 1990;Ehri, 2005;Perfetti, 1985;Verhoeven & Perfetti, 2011). Without going into great detail on the mechanisms of word recognition (which are still under study in the psychological sciences), there are two basic behavioral skills that are indicative of proficiency in word recognition.…”

Section: The Roles Of Efficiency and Fluencymentioning

confidence: 99%

Sara Reading Components Tests, Rise Form: Test Design and Technical Adequacy

Sabatini

Bruce

Steinberg

2013

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers

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“…Buscando identificar padrões desenvolvimentais e explicar os mecanismos envolvidos na aquisição da leitura e da escrita,teóricos em Psicologia do Desenvolvimento e da Aprendizagem propuseram diferentes modelos de desenvolvimento da linguagem escrita com explicações por vezes contraditórias (Ehri, 2005b(Ehri, , 2014Ferreiro & Teberosky, 1999;Pollo, Treiman, & Kessler, 2015) Com base em convergências desses modelos, neste estudo objetivou-se examinar as estratégias que crianças pré-escolares falantes de português do Brasil utilizam para escrever palavras.…”

Section: Introductionunclassified

“…Também identificou que a teoria proposta por Linnea Ehri (1992Ehri ( , 1998Ehri ( , 2005aEhri ( , 2005bEhri ( , 2014, baseada em evidências de falantes do inglês, parece mais apropriada para explicar o desenvolvimento da linguagem escrita em português do Brasil.…”

Section: Introductionunclassified

“…O que permite isso é um processo de formação de conexões entre as letras na grafia e os sons na pronúncia das palavras, denominado mapeamento ortográfico. Ehri (2005aEhri ( , 2005bEhri ( , 2014 identificou quatro fases no desenvolvimento da leitura: pré-alfabética; alfabética parcial; alfabética completa e alfabética consolidada. Paralelamente, Ehri (1997) identificou quatro fases correspondentes no desenvolvimento da escrita: pré-comunicativa; semi-fonética, nome da letra; fonética ou fonêmica; e transicional, morfêmi-ca, com padrões de palavras.…”

Section: Introductionunclassified

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Análise das Estratégias de Escrita de Crianças Pré-Escolares em Português do Brasil

Sargiani¹,

Albuquerque²

2016

Psicol. Esc. Educ.

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ResumoNeste estudo tivemos três objetivos: 1) investigar as estratégias que pré-escolares usam para escrever palavras em português do Brasil; 2) analisar os diferentes tipos de escrita e de letras usadas; e 3) criar critérios explícitos para classificar as escritas das crianças e servir como parâmetros para pesquisas e práticas pedagógicas. Os participantes foram 38 crianças com idade média de 70.3 meses. As crianças foram avaliadas por um ditado de 15 palavras e tarefas de conhecimento de letras, consciência fonológica (silábica e fonêmica) e inteligência não-verbal. As escritas foram digitadas e analisadas de acordo com critérios elaborados com base nas estratégias de escrita observadas. Os resultados mostraram que a maioria das crianças utilizou predominantemente estratégias alfabéticas parciais, que refletem a aquisição e o uso do conhecimento de letras e da consciência fonêmica.Palavras-chave: Linguagem escrita; ortografia; alfabetização. Analysis of Preschool Children's Spelling Strategies in Brazilian Portuguese AbstractIn this study we had three objectives: 1) to investigate the strategies preschoolers use to write words in Brazilian Portuguese; 2) analyze the different types of writing and letters used; And 3) create explicit criteria for classifying children's writing and it could serve as parameters for research and pedagogical practices. The participants were 38 children with mean age of 70.3 months. The children were evaluated by a dictation of 15 words and tasks of letter knowledge, phonological awareness (syllabic and phonemic) and nonverbal intelligence. The writings were typed and analyzed according to criteria elaborated based on the writing strategies observed. The results showed that most children predominantly used partial alphabet strategies, which reflect the acquisition and use of letter knowledge and phonemic awareness.Keywords: Written language; spelling; literacy. Análisis de las Estrategias de Escritura de Niños Preescolares en portugués de Brasil ResumenEn este estudio tuvimos tres objetivos: 1) investigar las estrategias que preescolares usan para escribir palabras en portugués de Brasil; 2) analizar los diferentes tipos de escritura y de letras usadas; y 3) crear criterios explícitos para clasificar las escrituras de los niños y servir como parámetros para investigaciones y prácticas pedagógicas. Los participantes fueron 38 niños con edad media de 70.3 meses. Los niños fueron evaluados por un dictado de 15 palabras y tareas de conocimiento de letras, consciencia fonológica (silábica yfonética) e inteligencia no-verbal.Las escrituras fueron digitadas y analizadas de acuerdo con criterios elaborados con base en las estrategias de escritura observadas. Los resultados enseñaron que la mayoría de los niños utilizó predominantemente estrategias alfabéticas parciales, que reflejan la adquisición y el uso del conocimiento de letras y de la consciencia fonética.

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Learning to Read Words: Theory, Findings, and Issues

Cited by 1,045 publications

References 39 publications

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Sara Reading Components Tests, Rise Form: Test Design and Technical Adequacy

Análise das Estratégias de Escrita de Crianças Pré-Escolares em Português do Brasil

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