The negative consequences of failing to acquire competent decoding skills are substantial; inefficient decoding skill leads to inefficient reading. Children who cannot decode individual words within text are unlikely to comprehend what they read. Indeed, Perfetti (1984) claims that “only a reader with skilled decoding processes can be expected to have skilled comprehension processes” (p.43). If readers are unable to access words important to the gist of a story or to the meaning of text, understanding will suffer.

Orthography and Word Recognition in Reading

Decoding Instruction Based on Word Structure and Origin

Modules in models of memory

What kind of a framework

Since the Swedish government adopted the Swedish Language Act in 2009, we have seen increased debate about the use of plain language (Klarsprak). This has led to a need for clear principles on how to produce simple and easily understood texts, and many professionals offer advice and/or education designed to meet these needs. Nonetheless, what we know about the validity of such advice is limited. Based on readability and language-processing research, this study reviews the plain-language principles that are frequently used, at the word and sentence level. Three problems emerge from the data that we examined. First, most of the principles appear to stem from early psycholinguistic experiments that were grounded in transformational grammar; therefore, these Swedish principles are to a large (but not sole) extent the results of research on English-language isolated words and sentences. Second, some of these results have been modified by the findings of more recent research. Third, some of the investigated advice appears to be based on misinterpretations of the findings of the original experiments. Two types of advice stand out as more valid than the others: that which deals with word frequency, and that which deals with embedded subjunctive clauses. Sammanfattning Den svenska spraklagens (SFS 2009:600) formulering av att offentligt sprak ska vara vardat, enkelt och begripligt har aktualiserat fragan om hur myndighetstexter ska vara utformade for att innehallet ska komma sa manga medborgare som mojligt till godo. Saval Sprakradet som privata foretag erbjuder darfor utbildningar i och rad om att skriva begripliga texter. En viktig fraga att stalla sig for saval forskare som praktiker inom faltet ar om det finns nagon, och i sa fall vilken, evidens for att de sprakrad som tillampas dar ar valida. I den har artikeln granskar jag ett antal sprakrad pa ord- och meningsniva och forsoker spara deras ursprung. Nagra problem som framkommer ar att mycket av den forskning raden bygger pa enbart behandlar engelska, huvudsakligen ur ett transformationsgrammatiskt perspektiv, att ny forskning som modifierar ursprungsexperimentens resultat inte lett till forandringar av raden samt att resultat fran studier av avgransade ord och meningar generaliseras till textforstaelse i kontext. Slutligen har vissa resultat feltolkats pa vagen och lett till rad som ar direkt missvisande. Tva av de undersokta raden verkar ha en hogre validitet an de ovriga: att skriva

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En kritisk granskning av några svenska klarspråksråd i ljuset av forskning om läsbarhet och språkbearbetning

The present study examined the utility of the simple view of reading (Gough & Tunmer, 1986) in explaining the reading profile in one case of autism. A case study design was employed to describe reading decoding, reading comprehension, and oral language comprehension using parent interviews, direct observations, and standardized and experimental measures. A twelve year-old girl with autism, CG, relied on a visual approach when decoding rather than a phonological or semantic approach. She demonstrated the greatest ease with literal and vocabulary-based comprehension. Syntactic knowledge and cohesive inferential comprehension were also well developed. CG was able to integrate real world knowledge only when the requirements were explicit. She had the most difficulty with pragmatic language and evaluative inferences. While the simple view was consistent with CG‟s case, this model was not helpful in understanding her reading profile due to its broader skill focus as opposed to a component skill

Orthography and Word Recognition in Reading

Citations

Decoding Instruction Based on Word Structure and Origin

Modules in models of memory

What kind of a framework

En kritisk granskning av några svenska klarspråksråd i ljuset av forskning om läsbarhet och språkbearbetning

The reading profile of a child with autism: theoretical implications

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