Word Recognition in Beginning Literacy

by Metsala, Jamie L.; Ehri, Linnea C.

• ISBN13: 9780805828993
• ISBN10: 0805828990
• eBook ISBN(s): 9781135680060
• Format: Paperback
• Copyright: 1998-04-01
• Publisher: Lawrence Erlbau
• More Book Details

Summary

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

Table of Contents

Preface	p. vii
Basic Processes In Beginning Word Recognition	p. 1
Grapheme-Phoneme Knowledge is Essential for Learning to Read Words in English	p. 3
References	p. 35
References	p. 35
The Role of Analogies in the Development of Word Recognition	p. 41
References	p. 59
Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading	p. 65
References	p. 85
Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability	p. 89
Acknowledgments	p. 113
Acknowledgments	p. 114
The Endpoint of Skilled Word Recognition: The Roar Model	p. 121
References	p. 135
References	p. 135
Processes And Instruction For Disabled Readers	p. 139
Phonological Processing Deficits and Reading Disabilities	p. 141
Acknowledgments	p. 157
Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence from Longitudinal-Correlational and Instructional Studies	p. 161
References	p. 184
References	p. 184
Interactive Computer Support for Improving Phonological Skills	p. 189
References	p. 207
Acknowledgments	p. 207
A Beginning Literacy Program for At-Risk and Delayed Readers	p. 209
Acknowledgments	p. 231
Word Recognition In Context	p. 233
The Impact of Print Exposure on Word Recognition	p. 235
References	p. 258
Home Experiences Related to the Development of Word Recognition	p. 263
Acknowledgments	p. 283
Why Spelling? the Benefits of Incorporating Spelling into Beginning Reading Instruction	p. 289
References	p. 310
References	p. 310
Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program	p. 315
References	p. 340
Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition	p. 341
References	p. 355
Effective Beginning Literacy Instruction: Dialectical, Scaffolded, and Contextualized	p. 357
Author Index	p. 375
Subject Index	p. 385
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