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Phonological Development in Relation to Native Language and Literacy: Variations on a Theme in Six Alphabetic Orthographies
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Duncan, Lynne G.; Castro, Sao Luis; Defior, Sylvia; Seymour, Philip H. K.; Baillie, Sheila; Leybaert, Jacqueline; Mousty, Philippe; Genard, Nathalie; Sarris, Menelaos; Porpodas, Costas D.; Lund, Rannveig; Sigurosson, Baldur; Prainsdottir, Anna S.; Sucena, Ana; Serrano, Francisca – Cognition, 2013
Phonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study…
Descriptors: Phonology, Language Acquisition, Native Language, Literacy
Phonological Recoding and Self-Teaching: Sine qua non of Reading Acquisition.
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Share, David L. – Cognition, 1995
Elaborates the view that phonological recoding, or print-to-sound translation, is a self-teaching mechanism enabling learners to acquire the orthographic representations necessary for visual word recognition. Discusses developmental properties of phonological recoding, reviews evidence on the importance of cognitive abilities underlying the…
Descriptors: Beginning Reading, Decoding (Reading), Orthographic Symbols, Phoneme Grapheme Correspondence
Phoneme Isolation Ability Is Not Simply a Consequence of Letter-Sound Knowledge
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Hulme, Charles; Caravolas, Marketa; Malkova, Gabriela; Brigstocke, Sophie – Cognition, 2005
Two studies investigated whether knowledge of specific letter-sound correspondences is a necessary precursor of children's ability to isolate phonemes in speech. In both studies, Czech and English children reliably isolated phonemes for which they did not know the corresponding letter. These data refute the idea that phoneme manipulation ability…
Descriptors: Phonemes, Beginning Reading, Foreign Countries, Reading Processes
A Mechanism of Implicit Lexicalized Phonological Recoding Used Concurrently with Underdeveloped Explicit Letter-Sound Skills in Both Precocious and Normal Reading Development
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Fletcher-Flinn, Claire M.; Thompson, G. Brian – Cognition, 2004
These are findings of theoretical interest from: (i) follow-up of a case study of a precocious reader; and (ii) normally developing readers who served as comparison groups. The precocious reader was first reported when 2-3 years of age (Cognition 74 (2000) 177). From 3 to 7 years of age her precocious reading development continued, her word…
Descriptors: Phonology, Reading Skills, Semantics, Language Acquisition