The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.In one study (Ehri 8: Wilce, 1983), we had skilled readers in first, second, and fourth grades read familiar sight words (e.g., man, car, ... As fully connected spellings of more and more words are retained in memory, letter patterns that recur across different words become familiar. ... For example, -est might become known as a consolidated unit from its occurrence in several sight words known by the reader, anbsp;...
|Title||:||Foundations of Reading Acquisition and Dyslexia|
|Author||:||Benita A. Blachman|
|Publisher||:||Routledge - 2013-03-07|