From Spelling Pronunciation to Lexical Access: A Second Step in Word Decoding?

Autor/inn/en	Elbro, Carsten; de Jong, Peter F.; Houter, Daphne; Nielsen, Anne-Mette
Titel	From Spelling Pronunciation to Lexical Access: A Second Step in Word Decoding?
Quelle	In: Scientific Studies of Reading, 16 (2012) 4, S.341-359 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2011.568556
Schlagwörter	Foreign Countries; Indo European Languages; Beginning Reading; Spelling; Pronunciation; Word Recognition; Phoneme Grapheme Correspondence; Decoding (Reading); Young Children; Grade 1; Cognitive Processes; Preschool Children; Denmark; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Indoeuropäisch; Erstleseunterricht; Schreibweise; Aussprache; Worterkennung; Dekodierung; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dänemark; Niederlande
Abstract	There is a gap between "w..aa..sss" and "woz" ("was"). This is a gap between the output from a phonological recoding of a word and its lexical pronunciation. We suggest that ease of recognition of words from spelling pronunciations (like "w..aa..sss") contributes independent variance to word decoding ability with both regularly and irregularly spelled words. This suggestion was supported in two studies: a correlation study with 74 Grade 1 students learning a regular orthography, and a longitudinal study of 187 children from preschool into Grade 1 learning a deep orthography. Correlations were stronger for accuracy than for fluency in word decoding. In conclusion, word recognition from spelling pronunciations may form a second step in word decoding. Implications for theoretical models of word decoding are discussed. (Contains 4 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10