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Ehri, Linnea C. – Reading Research Quarterly, 2020
The author reviews theory and research by Ehri and her colleagues to document how a scientific approach has been applied over the years to conduct controlled studies whose findings reveal how beginners learn to read words in and out of text. Words may be read by decoding letters into blended sounds or by predicting words from context, but the way…
Descriptors: Phonics, Reading Instruction, Reading Research, Beginning Reading
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Ehri, Linnea C. – Reading Teacher, 2022
A hallmark of skilled reading is recognizing written words automatically from memory by sight. How beginning readers attain this skill is explained. They must acquire foundational knowledge, including phonemic segmentation, grapheme-phoneme knowledge, decoding, and spelling skills. When these skills are applied, spellings of words become bonded to…
Descriptors: Phonics, Phonemic Awareness, Spelling, Phoneme Grapheme Correspondence
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O'Leary, Robin; Ehri, Linnea C. – Reading Research Quarterly, 2020
The authors examined whether exposing young students to spellings as they learn proper names would facilitate memory for the spoken names when tested without the spellings present (i.e., orthographic facilitation), whether emergent readers with letter knowledge would show this effect, and whether phonemic segmentation (PS) training would enhance…
Descriptors: Orthographic Symbols, Memory, Naming, Nouns
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Ocal, Turkan; Ehri, Linnea C. – Reading and Writing: An Interdisciplinary Journal, 2017
Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to spell commonly misspelled words. Participants were native English speaking college students (N = 42), mean age 22.5 years (SD = 7.87). An experimental…
Descriptors: Spelling, Pronunciation, Learning Strategies, Native Language
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Ehri, Linnea C. – Scientific Studies of Reading, 2014
Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of…
Descriptors: Maps, Spelling, Pronunciation, Memory
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Rosenthal, Julie; Ehri, Linnea C. – Journal of Educational Psychology, 2008
In 2 experiments, the authors examined whether spellings improve students' memory for pronunciations and meanings of new vocabulary words. Lower socioeconomic status minority 2nd graders (M = 7 years 7 months; n = 20) and 5th graders (M = 10 years 11 months; n = 32) were taught 2 sets of unfamiliar nouns and their meanings over several learning…
Descriptors: Sentences, Spelling, Nouns, Pronunciation