How Psychology Helps Us to Understand Word Reading

Autor/in	Stainthorp, Rhona
Titel	How Psychology Helps Us to Understand Word Reading
Quelle	In: Education 3-13, 49 (2021) 1, S.29-40 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1824700
Schlagwörter	Psychology; Reading Processes; Alphabets; Models; Phoneme Grapheme Correspondence; Phonology; Cognitive Mapping; Visual Perception; Memory; Evidence; Reading Instruction; Reading Tests; Phonics; Phonological Awareness; Naming; Individual Differences + Suchen Sie Ihr Suchwort? Psychologie; Leseprozess; Buchstabenschrift; Analogiemodell; Fonologie; Visuelle Wahrnehmung; Gedächtnis; Evidenz; Leseunterricht; Lesetest; Individueller Unterschied
Abstract	This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route requiring mapping of letters and sounds using phonological processes and a direct route, mapping visual identities of words onto meaning using visual processes and memory. The dual route paves the way to an understanding of what children need to achieve to be able to read words. Evidence about how people read words successfully has led to the development of effective teaching programmes and of tests to identify deficits when word reading does not develop optimally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01