Phonological recoding and self-teaching: sine qua non of reading acquisition

Share, David L.

doi:10.1016/0010-0277(94)00645-2

Cited by 1,975 publications

(2,096 citation statements)

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“…Research by Ehri and colleagues (Ehri, 1991;Ehri & Wilce, 1985), by Share and colleagues (Cunningham, Perry, Stanovich, & Share, 2002;Share, 1995Share, , 1999, and by Reitsma (1983) illustrated some partial answers to these questions. Ehri and Wilce (1985) demonstrated that during the earliest stages of learning to read, children with little or no ability to read words use the names of letters as phonological cues to recall words.…”

Section: Introductionmentioning

confidence: 99%

“…This implies that phonological representations can be linked to orthographic representations from the beginning and that these phonological representations assist in forming orthographic representations (children's knowledge of a speciWc spelling that connects to a representation in their phonological lexicon), thereby creating a uniWed form (letter and sound) representation. Form representations of larger units (i.e., words) are assumed to develop in part through encounters with speciWc words and in part through the generalization of letterphoneme connections across large portions of the lexicon (Perfetti, 1992;Share, 1995). This idea is supported by the work of Reitsma (1983), who showed that young Dutch children learn about the orthographic forms of words quickly and that their knowledge includes information about speciWc letter patterns.…”

Section: Introductionmentioning

confidence: 99%

“…His work suggested that knowing where speciWc letters are likely to occur, and that certain letter combinations are predictable, is one way in which children learn to generalize when learning new orthographic forms. Share's (1995) self-teaching hypothesis outlined another way in which young readers might learn new word form representations. According to the self-teaching hypothesis, children use the knowledge of letter-sound correspondences during an encounter with a printed word to Wrst decode the word and then, by feedback to the letters, begin to establish an orthographic representation of the word that reinforces the phonological representation.…”

Section: Introductionmentioning

confidence: 99%

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The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Landi

Perfetti

Bolger

et al. 2006

Journal of Experimental Child Psychology

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To acquire representations of printed words, children must attend to the written form of a word and link this form with the word's pronunciation. When words are read in context, they may be read with less attention to these features, and this can lead to poorer word form retention. Two experiments with young children (ages 5-8 years) conWrmed this hypothesis. In our experiments, children attempted to read words they could not previously read, during a self-teaching period, either in context or in isolation. Later they were tested on how well they learned the words as a function of selfteaching condition (isolation or context). Consistent with previous research, children read more words accurately in context than in isolation during self-teaching; however, children had better retention for words learned in isolation. Furthermore, this beneWt from learning in isolation was larger for less skilled readers. This eVect of poorer word retention when words are learned in context is paradoxical because context has been shown to facilitate word identiWcation. We discuss factors that may inXuence this eVect of context, especially the role of children's skill level and the demands of learning new word representations at the beginning of reading instruction.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Landi

Perfetti

Bolger

et al. 2006

Journal of Experimental Child Psychology

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“…Phonological deficits are thought to underlie critical components of the reading process such as the learning of spelling-sound correspondences and the development of efficient word recognition (Bruck, 1992;Rack, Snowling, & Olson, 1992;Share, 1995;Stanovich & Siegel, 1994). Phonological deficits may also be causally related to specific kinds of language processing difficulties outside the domain of reading, including poor phonological awareness (Bruck, 1992;Liberman & Shankweiler, 1985;Manis, Custodio, & Szeszulski, 1993;Pratt & Brady, 1988;Swan & Goswami, 1997), inefficient use of verbal working memory (Berninger et al, 2006;Brady, Shankweiler, & Mann, 1983;Griffiths & Snowling, 2002;McDougall, Hulme, Ellis, & Monk, 1994), and slow access to the mental lexicon as manifested in naming tasks (Denckla & Rudel, 1976;Wolf & Bowers, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…Some have argued that poor phonological awareness reflects difficulties in analysis of the sound structure of words, particularly at the level of the phoneme. Such difficulties would lead directly to problems in learning spelling-sound correspondences in alphabetic languages (Liberman & Shankweiler, 1985;Share, 1995). A problem with this approach is that phonological awareness at the level of the phoneme appears not to develop actively until the onset of reading instruction, and it may be heavily influenced by the individual's experience with printed words in alphabetic languages (Morais, Cary, Alegria, & Bertelson, 1979;Perfetti, Beck, Bell, & Hughes, 1987;Ziegler & Goswami, 2005).…”

Section: Introductionmentioning

confidence: 99%

Auditory word identification in dyslexic and normally achieving readers

Bruno

Manis

Keating

et al. 2007

Journal of Experimental Child Psychology

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The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy as well as the children's sensitivity to coarticulation from the final consonant. As a group, dyslexic children were less able than normally achieving readers to detect coarticulation present in the vowel portion of the word, particularly on the most difficult items, namely those ending in a nasal sound. Hierarchical regression and path analyses indicated that phonological awareness mediated the relation of gating and general language ability to word and pseudoword reading ability.

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