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Peer reviewedScott, Judith Anne; Ehri, Linnea C. – Journal of Reading Behavior, 1990
Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…
Descriptors: Beginning Reading, Cues, Decoding (Reading), Early Childhood Education
