Sublexical Orthographic–Phonological Relations Early in the Acquisition of Reading: The Knowledge Sources Account

Thompson, G. Brian; Cottrell, David; Fletcher-Flinn, Claire M.

doi:10.1006/jecp.1996.0028

Cited by 54 publications

(29 citation statements)

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“…These results are consistent with the Knowledge Sources theory that was developed to include different sources of knowledge to account for the acquisition of word reading in a tradition of text-centered teaching as well as a tradition with explicit phonics (Thompson et al, 1996; Fletcher-Flinn and Thompson, 2004; Thompson and Fletcher-Flinn, 2006, 2012). In this theory, as soon as the child, with support from parent or teacher, has acquired reliable reading of a few words, and has attended to “the relationship in which letters of words often match sound units of the spoken word” (Thompson and Fletcher-Flinn, 2012, p. 254), they can independently extract from their emerging reading vocabulary some letter-sound information coded with sublexical features.…”

Section: What Accounts For This Failure In Application?supporting

confidence: 83%

“…They gave no segmented pronunciation of component letters, contrary to what would be expected in an explicit phonics response. Moreover, a replication of the task was conducted, and also confirmation by a successful prediction of positive effects (relative to controls) on pseudoword reading accuracy from experimental training that introduced words with final b into the children's reading vocabularies (Thompson et al, 1996). For children receiving explicit phonics instruction there has not been a complete replication involving the training experiment.…”

Section: What Accounts For This Failure In Application?mentioning

confidence: 95%

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Discovering and accounting for limitations in applications of theories of word reading acquisition

Thompson

2014

Front. Psychol.

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Section: What Accounts For This Failure In Application?supporting

confidence: 83%

Section: What Accounts For This Failure In Application?mentioning

confidence: 95%

Discovering and accounting for limitations in applications of theories of word reading acquisition

Thompson

2014

Front. Psychol.

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“…Systematic instruction on alphabetic principles should be based on students' knowledge of sight words and certain level oral language proficiency (Thompson et al, 1996).…”

Section: Conceptualization Of Reading and The Underlying Phonologicalmentioning

confidence: 99%

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Huo

Wang

2017

Front. Educ.

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Phonological-based instruction, namely phonological awareness instruction (PA) and phonics instruction, has shown to be effective on early literacy skills among young children in western countries. Children who learn English as a foreign language (EFL) learn to read English differently from children in English-dominant societies. Effectiveness of the instruction in the EFL context is much less investigated. The present study systematically reviewed 15 experimental and quasi-experimental studies published in between 2000 and 2016, on the topic of the effectiveness of phonological-based instruction in the EFL context. Study characteristics and instructional features were described, and effect sizes were calculated. Phonological-based instruction was consistently found to be effective among primary school EFL students on reading underlying skills, including phonemic awareness and non-word reading. The median value of the effect size was moderate. In contrast, the effectiveness on word recognition (lexical access and pronunciation) and reading comprehension were inconsistent across studies. The median value of the effect size on word reading was small. This pattern suggests a limitation of the phonological-based instruction, which is the difficulty of transferring the phonological underlying outcomes to real reading. We found that most studies, although meeting the minimum standards of evidence for effectiveness, suffer from methodological flaws; thus, they are potentially biased. Therefore, the positive effects reported in this study should be interpreted with caution. The implication for practice of this study is that including phonological-based instruction in the current English curriculum may be beneficial for young EFL students, thus they can better learn to phonologically decode English words. But not enough evidence has been found to support the instructional effectiveness on real word recognition and reading comprehension. Future research on this topic with rigorous design is needed so that strong causal inference can be made. The findings of this study provide novel insights into foreign language education of English for young learners.

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“…When children in their 1st year at school who had received explicit phonics instruction attempted to read new words (nonwords), they used graphemephoneme correspondences without sensitivity to conditional influences of the position of the correspondences in words (Fletcher-Flinn, Shankweiler, & Frost, 2004). On the other hand, children without explicit phonics showed sensitivity to conditional influences of the position that the correspondences occupied in words in their reading vocabulary (Thompson, Cottrell, & Fletcher-Flinn, 1996).…”

mentioning

confidence: 99%

The nature of skilled adult reading varies with type of instruction in childhood

et al. 2009

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Psychology Lab A produces data on accuracy levels for the naming of nonwords from a sample of skilled adult readers, but Lab B, using the same stimuli and procedures, produces highly divergent results from another sample matched in age and reading skill. This is not an imaginary illustration. It was our prediction on the basis of (1) knowledge of the divergent types of reading instruction with which the two samples of adults learned to read when they entered elementary school, (2) published research on the differential effects of these types of instruction on children's reading processes, and (3) theory on developmental continuity in reading processes from early childhood to adulthood.What justifies a prediction of developmental continuity into adulthood of reading processes arising from the type of instruction received in early childhood? Justification comes only from theory, since there is no relevant empirical evidence. In the theory of Ziegler and Goswami (2005), orthographic-phonological units can be of various grain sizes. When children learn to read English, traditional explicit phonics instruction is said to influence them toward use of the smallest grain size, letter-phoneme units, rather than toward larger units. Nevertheless, it is argued that in English orthography, these small grain size correspondences are often inconsistent, and beginning readers have to learn additional correspondences of larger grain size that can offer greater consistency. Continuity of reading processes from childhood to adulthood is a feature of the theory, although there is no reference to continuity of the influence of the type of instruction.On the other hand, in the influential theory of acquisition of reading skill presented by Share (1995), there is a major shift in cognitive processes beyond the beginner level. There is also the claim that satisfactory progress by beginning readers requires teaching of simple explicit grapheme-phoneme correspondences. Children's processes of mapping orthographic information into phonological information are said to shift from use of these taught letter-sound relationships (predominantly context free) to use of those relationships that children implicitly induce from their acquired reading vocabulary of familiar words, including those relationships dependent on context in words. Share cited as evidence the developmental decline of regularization errors and of the regularity effect that gives a reading performance advantage for words with regular spellings over those with irregular ones. This University of Auckland, Auckland, New ZealandDoes the type of reading instruction experienced during the initial years at school have any continuing effect on the ways in which adults read words? The question has arisen in current discussions about computational models of mature word-reading processes. We tested predicted continuing effects by comparing matched samples of skilled adult readers of English who had received explicit phonics instruction in childhood and those who had not. In responding...

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Sublexical Orthographic–Phonological Relations Early in the Acquisition of Reading: The Knowledge Sources Account

Cited by 54 publications

References 0 publications

Discovering and accounting for limitations in applications of theories of word reading acquisition

Discovering and accounting for limitations in applications of theories of word reading acquisition

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

The nature of skilled adult reading varies with type of instruction in childhood

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