Before formal instruction, preschoolers represent words in print in various degrees of conventionality. Unlicensed letters are letters that have no connection to the word that the child is aiming to write; they are neither licensed by phoneme-grapheme rules nor by orthographical representations in the mental lexicon. In the current paper, we…

In elementary school, an important goal of reading instruction is to enable children to read most words automatically by sight so that they can focus on learning from and enjoying what they are reading. But becoming a strong reader takes several years. Parents and caregivers need to know if a child is making good progress in learning to read.…

Since 2012, when preparatory grade (PG) became compulsory in Romania for 6-year olds, little understanding has been gained of how children's literacy evolves in PG, although over the same period, Romanian 15-year olds' reading performance has shown no signs of improvement (Noveanu et al., 2023). Children enter school with broadly varying literacy…

The science of reading has made genuine progress in understanding reading and the teaching of reading, but is the science of reading just the science of reading English? Worldwide, a majority of students learn to read and write in non-European, nonalphabetic orthographies such as abjads (e.g., Arabic), abugidas/alphasyllabaries (e.g., Hindi), or…

A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…

Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically…

We investigated how and when French children in Grades 1-5 acquire orthographic representations for silent letters and double consonants. Linear mixed-effects modeling analyses on the spelling accuracy scores obtained for 2,519 French words were used to test our predictions. As predicted, the presence of a silent letter or double consonant had a…

Purpose: The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell. Design/methodology/approach: This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review…

The purpose of this study was to examine the role of phonological information on visual word recognition by using letter transposition effects. The Korean writing system gives a unique opportunity to investigate such phenomenon since the transposition of the beginning consonant (onset) and the end consonant (coda) of a certain syllable allows one…

This study aims to investigate the improvement of EFL students' English pronunciation skills by using English phonetic alphabet drills. The samples of this study were 35 first-year students of English for International Communication major, Faculty of Humanities and Social Sciences, Rajamangala University of Technology Tawan-ok. They all registered…

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…

Learning the relationships between letters and sounds is a key component of early literacy development and a central aim during the first year of school. Introducing one new letter a week is the most common approach in many countries, but little is known about how the pace of letter instruction contributes to the development of early literacy…

Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over…

Consequently, the present study sheds light on a very important aspect that is a contrastive analysis of segmental vowel phonemes of both L1 and L2. As one of the problems, that is affecting the teaching/learning process of ELT. Then to clarify the different areas between the segmental vowel phonemes of Arabic and English. It also aims at making a…

Young spellers must learn to symbolize the sounds in words with phonologically appropriate letters. Do children use their knowledge about their own names to do this, performing better on sound--letter correspondences in their name than expected on the basis of other factors? According to some theories, children learn the spelling of their name as…