The transient role of explicit phonological recoding for reading acquisition

The transient role of explicit phonological recoding for reading acquisition This study explores early stages of reading acquisition, specifically therelation of phoneme blending and letter recoding to individual differencesin word decoding. The hypothesis was that facility in letter recoding andaccuracy of phoneme blending are substantial components of word decodingin beginning readers but not for skilled reading and that reliance onphoneme-sized decoding of words would dissipate as reading proficiencyincreased. In four studies we examined the ability to recode letters, blendphonemes and decode words in four groups of Dutch children (early Grade1, N = 130, older Grade 1, N = 81, Grade 3, N = 54 and a group of children witha reading lag, N = 356). Phoneme blending was only related to the readingability of beginning Grade 1 children. By the end of Grade 1 ability to blendphonemes did not differentiate reading capacity, nor for older children inGrade 3 and reading disabled children. Letter recoding was related to worddecoding in all four studies, although the strength of that relation diddwindle as reading skill level increased. The results of the study appearconsistent with self teaching hypothesis and other theories that imply atransient role of explicit phonological recoding in word identification. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The transient role of explicit phonological recoding for reading acquisition

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Publisher
Springer Journals
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1026432502088
Publisher site
See Article on Publisher Site

Abstract

This study explores early stages of reading acquisition, specifically therelation of phoneme blending and letter recoding to individual differencesin word decoding. The hypothesis was that facility in letter recoding andaccuracy of phoneme blending are substantial components of word decodingin beginning readers but not for skilled reading and that reliance onphoneme-sized decoding of words would dissipate as reading proficiencyincreased. In four studies we examined the ability to recode letters, blendphonemes and decode words in four groups of Dutch children (early Grade1, N = 130, older Grade 1, N = 81, Grade 3, N = 54 and a group of children witha reading lag, N = 356). Phoneme blending was only related to the readingability of beginning Grade 1 children. By the end of Grade 1 ability to blendphonemes did not differentiate reading capacity, nor for older children inGrade 3 and reading disabled children. Letter recoding was related to worddecoding in all four studies, although the strength of that relation diddwindle as reading skill level increased. The results of the study appearconsistent with self teaching hypothesis and other theories that imply atransient role of explicit phonological recoding in word identification.

Journal

Reading and WritingSpringer Journals

Published: Oct 7, 2004

References

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