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Peer reviewedByrne, Brian – Applied Psycholinguistics, 1996
Examines the hypotheses about how print represents the speech that preliterate children select when they receive input compatible with several such hypotheses. Results indicate that most preliterate children do not select phonologically based hypotheses, but instead focus on morphophonology and/or semantic aspects of words' referents. (40…
Descriptors: Child Language, Hypothesis Testing, Learning Theories, Phonology
Peer reviewedByrne, Brian; And Others – Reading Research Quarterly, 1992
Discusses a study of the relationship of Australian elementary school students' word reading strategies to comprehension level, reading time, and phonemic awareness. Reports that performance in reading both irregular and nonsense words is a reasonably good predictor of subsequent performance. Recommends remedial training for students lacking…
Descriptors: Decoding (Reading), Elementary Education, Foreign Countries, Longitudinal Studies
