By G. Brian Thompson, William Tunmer, Tom Nicholson
Offers summaries, new theoretical frameworks and new findings on how youngsters discover ways to learn. This ebook highlights how examine has moved from descriptions of adjustments in the course of studying in the direction of figuring out the procedures during which studying happens.
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Additional resources for Reading Acquisition Processes
573603). Hillsdale, NJ: Lawrence Erlbaum Associates. < previous page page_18 next page > < previous page page_19 next page > Page 19 Seymour, P. H. K. and Porpodas, C. D. (1980) Lexical and non-lexical processing of spelling in dyslexia. In U. Frith (ed) Cognitive Processes in Spelling (pp. 443-73). London: Academic Press. Singer, M. H. and Crouse, J. (1981) The relationship of context-use skills to reading: A case for an alternative experimental logic. Child Development 52, 1326-9. Stanovich, K.
Procedures based on letter-sound correspondence knowledge have been commonly proposed for generation of reading responses. For example, by using knowledge of the sound which corresponds to each successive letter (or letter group) of the print stimulus these procedures can provide a response when the reader has had no previous experience of the stimulus. However, other knowledge bases for generation are feasible, such as information abstracted from the stored experiences of several print words. These will be considered subsequently under the rubric 'sublexical relations'.
G. g. 'both'). The closer the match, the more quickly will this 'lexical check' be carried out and the generated item confirmed as a (phonological) word known to the reader. Thus generated responses to regularly spelt words will be faster than to irregularly spelt words. But recalled reading responses to regularly spelt words will be neither faster nor slower than to irregularly spelt words. In recall, a stored association specific to the stimulus print word is accessed. This procedure does not entail differences between words of regular and irregular spellings.