The Language Code: Issues in Word Recognition

Stanovich, Keith E.

doi:10.1007/978-1-4612-4376-2_6

Cited by 27 publications

(25 citation statements)

References 106 publications

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“…These include the ability to recognize words directly on a visual basis (Backman, Bruck, Hebert, & Seidenberg, 1984); the ability to use familiar orthographic sequences to access the lexicon without phonological mediation (Stanovich, 1993); the knowledge of permissible letter patterns (Perfetti, 1984) and lexical knowledge (Juel, Griffith, & Gough, 1986). Studies have shown that orthographic skills is strongly related to reading measures at word and text levels in alphabetic languages (e.g., Barker, Torgesen, & Wagner, 1992;Golf, Pratt, & Ong, 2005).…”

Section: Introductionmentioning

confidence: 97%

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

Yeung

Chan

et al. 2016

Read Writ

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A 3-year longitudinal study among 239 Chinese students in Grades 2-4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated.

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Section: Introductionmentioning

confidence: 97%

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

Yeung

Chan

et al. 2016

Read Writ

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“…Empirical evidence consistently supports the conclusion that phonemic awareness is signi cantly related to beginning reading achievement (Snider, 1995). Stanovich (1994) concluded that a ''7-minute phonological awareness test will predict ease of initial reading acquisition better than a 2-hour intelligence test!'' (p. 284).…”

Section: The Phonem Ic Awareness Factormentioning

confidence: 99%

Teaching Phonics: Letter-to-Phoneme, Phoneme-to-Letter, or Both?

Groff¹

2001

Reading & Writing Quarterly

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This article discusses whether or not beginning readers learn phonics best through instructional approaches that teach students to sound out letters, spell words, or combine the two. It concludes that caution is in order as experimental research assessing the effectiveness of each approach has yet to be conducted. In the interim, it is suggested that instruction be in uenced by experimental evidence on (a) the positive relationships between beginning readers' spelling and reading skills, and (b) the favorable effects of phonemic awareness pro ciency on learning to read.

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“…It is therefore necessary to distinguish between different levels of abstraction in phonological processing which correspond to the different levels of competence and involve the type of processing and the nature and size of the processed units (Morais, Alegria, & Content, 1987;Lundberg & Hoien, 1991;Stanovich, 1993). Morais (1991) distinguishes between four levels of phonological awareness: the knowledge of the phonological sequences which allow children to identify intonation, the rhymes that form spoken words irrespective of their meaning, syllabic awareness and, finally, phonemic awareness which corresponds to the highest level of abstraction since the identification of phonemes is based on the establishment of a relationship between the lexical units of the language (minimal pairs) and not on the properties of the sound stimulus.…”

Section: Phonological Skills: Diversity and Underlying Structurementioning

confidence: 99%

“…This could explain the different ages at which the segmentation units of a language are mastered. The term "phonological sensitivity" could enable us to encompass the continuum between simple phonological processing and more complex processing operations (Hempenstall, 1997) or between superficial and more profound levels of sensitivity (Stanovich, 1993).…”

Section: The Distinction Between the Epiphonological And Metaphonologmentioning

confidence: 99%

The development of epiphonological and metaphonological processing at the start of learning to read: A longitudinal study

Écalle

Magnan

2002

Eur J Psychol Educ

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The processes involved in the processing ofphonological information (awareness and phonological receding] now occupy a key position in the study ofthe acquisition of reading. The research performed in the field of learning to read have helped support the idea that the learning of writing is based on the ability to develop a phonological knowledge ofthe formal properties of the spoken language (Mattingly, 1972). Many studies have therefore been devoted to the relations between the learning of reading and phonological skills, that is to say the ability to perform a phonological analysis of spoken language. The present research concerns the development of the phonological skills both before and during the teaching ofreading through the longitudinal study ofchildren in their final year ofnursery school (NS) and infirst grade (FG). Phonological skills and learning to readA number of longitudinal studies have shown that the level of phonological skill in nursery school is a good predictor of future success in learning to read. This observation has been made in different academic cultures and in different languages, such as English (Mann &

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The Language Code: Issues in Word Recognition

Cited by 27 publications

References 106 publications

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

Teaching Phonics: Letter-to-Phoneme, Phoneme-to-Letter, or Both?

The development of epiphonological and metaphonological processing at the start of learning to read: A longitudinal study

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