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Direct linkGoswami, Usha; Bryant, Peter – Psychology Press, Taylor & Francis Group, 2016
In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) preschool phonological knowledge of rhyme and…
Descriptors: Phonology, Language Skills, Reading, Spelling
Peer reviewedLeong, Che Kan; Tse, Shek Kam; Loh, Ka Yee; Ki, Wing Wah – Reading Psychology, 2011
Orthographic knowledge in Chinese was hypothesized to affect elementary Chinese text comprehension (four essays) by 80 twelve-year-old ethnic alphasyllabary language users compared with 74 native Chinese speakers at similar reading level. This was tested with two rapid automatized naming tasks; two working memory tasks; three orthographic…
Descriptors: Orthographic Symbols, Sino Tibetan Languages, Urdu, Chinese
Download full textWhat Works Clearinghouse, 2009
Lexia Reading is a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Lexia Reading is designed to supplement regular classroom instruction. It is designed to support skill development in the five areas of reading instruction identified by the National Reading Panel. The…
Descriptors: Phonics, Reading, Reading Programs, Reading Achievement
Thompson, G. Brian; Johnston, Rhona S. – Reading and Writing: An Interdisciplinary Journal, 2007
In the Jackson and Coltheart theory of acquisition of word reading it is claimed that, near the beginning of the partial alphabetic phase of development, children have full use of abstract letter units (ALUs). This claim and less exclusive alternatives were examined. In Experiment 1, normal progress children with on average 9 months of school…
Descriptors: Phonics, Reading Instruction, Word Recognition, Decoding (Reading)
Ellis, Nick C.; Natsume, Miwa; Stavropoulou, Katerina; Hoxhallari, Lorenc; Van Daal, Victor H.P.; Polyzoe, Nicoletta; Tsipa, Maria-Louisa; Petalas, Michalis – Reading Research Quarterly, 2004
This study investigated the effects of orthographic depth on reading acquisition in alphabetic, syllabic, and logographic scripts. Children between 6 and 15 years old read aloud in transparent syllabic Japanese hiragana, alphabets of increasing orthographic depth (Albanian, Greek, English), and orthographically opaque Japanese kanji ideograms,…
Descriptors: Indo European Languages, Word Frequency, Written Language, Alphabets
Miller, Paul – Journal of Genetic Psychology, 2005
In this study, the author elucidated whether reading experience continues to contribute to word recognition skills in readers with well-internalized reading skills. The participants performed consecutive same or different judgments regarding the identicalness of letters, words, and pseudohomophones. For a more detailed examination of how increased…
Descriptors: Foreign Countries, Reading Skills, Alphabets, Word Recognition
