ERIC Number: EJ1361904
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0553
EISSN: EISSN-1936-2722
Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill
Reading Research Quarterly, v58 n1 p113-125 Jan-Mar 2023
All dominant models of reading development ascribe a central role to learning about the orthography in reading acquisition, particularly as children transition to fluent word reading (e.g., Ehri, 2014; Share, 1995). And yet, we know far less about the contributions to word reading development of children's learning about the orthographic form of language than about its phonological dimensions. Through a focused review, we put forward a new conceptualization about the role of learning about the orthography in reading development. This new theoretical framework defines a broader conceptual and developmental scope of print learning, and it predicts bidirectional relations between print learning and word reading development. This theoretical framework both encompasses and expands traditional views on the role of learning about the orthography in reading development. We hope that this framework will both unify and guide theoretical conceptualizing and empirical research.
Descriptors: Printed Materials, Orthographic Symbols, Reading Skills, Reading Instruction, Role of Education
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A