Journal ArticleDOI
The mnemonic value of orthography among beginning readers.
Linnea C. Ehri,Lee S. Wilce +1 more
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This article is published in Journal of Educational Psychology.The article was published on 1979-02-01. It has received 127 citations till now. The article focuses on the topics: Orthography & Mnemonic.read more
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The nature of phonological processing and its causal role in the acquisition of reading skills
TL;DR: The causal role of phonological abilities in the acquisition of reading skills was explored in this article, where it was shown that phonological recoding in lexical access and phonetic receding in working memory are causally related to the ability to read.
Journal ArticleDOI
Learning to Read Words: Theory, Findings, and Issues
TL;DR: The process of learning sight words involves forming connections between graphemes and phonemes to bond spellings of the words to their pronunciations and meanings in memory, enabled by phonemic awareness and by knowledge of the alphabetic system, which functions as a powerful mnemonic to secure spellings in memory.
Journal ArticleDOI
To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.
Suzanne E. Mol,Adriana G. Bus +1 more
TL;DR: It is concluded that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.
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Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children.
TL;DR: The relationship between phonemic knowledge and learning to read was found to be reciprocal in a longitudinal study of first grade readers as mentioned in this paper, where children were tested at four points throughout the year on tasks of syn thesis (phoneme blending) and analysis (deletion and tapping).
Journal ArticleDOI
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
TL;DR: Recent findings indicate that OM to support sight word reading is facilitated when beginners are taught about articulatory features of phonemes and when grapheme-phoneme relations are taught with letter-embedded picture mnemonics.
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Book
The structure of English orthography.
Abstract: Only for you today! Discover your favourite structure of english orthography book right here by downloading and getting the soft file of the book. This is not your time to traditionally go to the book stores to buy a book. Here, varieties of book collections are available to download. One of them is this structure of english orthography as your preferred book. Getting this book b on-line in this site can be realized now by visiting the link page to download. It will be easy. Why should be here?
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The Psychology of Reading
Eleanor J. Gibson,Harry Levin +1 more
TL;DR: The Psychology of Reading as mentioned in this paper applies principles of cognitive psychology to understand reading and what the skilled reader does, and the authors conclude that reading cannot be understood simply as associative learning, that is, the learning of an arbitrary code connecting written symbols and their sounds.
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Evidence for phonemic recoding in visual word recognition
TL;DR: In this paper, strong evidence was obtained from three experiments to support the hypothesis that the recognition of a visually presented word entails phonemic (auditory/articulatory) recoding, and the latencies obtained in a task of deciding whether a visual presented word was English or nonsense supported two additional hypotheses: (a) phonemic recoding occurs during the quantization stage; and (b) it is the phonemic form of the stimulus and of the representations of the entries in the internal lexicon that are compared to achieve the recognition.
Journal ArticleDOI
1. Segmentation of the spoken word and reading acquisition
TL;DR: Liberman et al. as discussed by the authors conducted a study to determine how well children can identify the number of phonemic segments in spoken words and how this compares with their ability to deal similarly with syllables.