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The Changing Role of Phonology in Reading Development

Processing of both a word’s orthography (its printed form) and phonology (its associated speech sounds) are critical for lexical identification during reading, both in beginning and skilled readers. Theories of learning to read typically posit a developmental change, from early readers’ reliance on...

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Detalles Bibliográficos
Autores principales: Milledge, Sara V., Blythe, Hazel I.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6802781/
https://www.ncbi.nlm.nih.gov/pubmed/31735824
http://dx.doi.org/10.3390/vision3020023
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author Milledge, Sara V.
Blythe, Hazel I.
author_facet Milledge, Sara V.
Blythe, Hazel I.
author_sort Milledge, Sara V.
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description Processing of both a word’s orthography (its printed form) and phonology (its associated speech sounds) are critical for lexical identification during reading, both in beginning and skilled readers. Theories of learning to read typically posit a developmental change, from early readers’ reliance on phonology to more skilled readers’ development of direct orthographic-semantic links. Specifically, in becoming a skilled reader, the extent to which an individual processes phonology during lexical identification is thought to decrease. Recent data from eye movement research suggests, however, that the developmental change in phonological processing is somewhat more nuanced than this. Such studies show that phonology influences lexical identification in beginning and skilled readers in both typically and atypically developing populations. These data indicate, therefore, that the developmental change might better be characterised as a transition from overt decoding to abstract, covert recoding. We do not stop processing phonology as we become more skilled at reading; rather, the nature of that processing changes.
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spelling pubmed-68027812019-11-14 The Changing Role of Phonology in Reading Development Milledge, Sara V. Blythe, Hazel I. Vision (Basel) Review Processing of both a word’s orthography (its printed form) and phonology (its associated speech sounds) are critical for lexical identification during reading, both in beginning and skilled readers. Theories of learning to read typically posit a developmental change, from early readers’ reliance on phonology to more skilled readers’ development of direct orthographic-semantic links. Specifically, in becoming a skilled reader, the extent to which an individual processes phonology during lexical identification is thought to decrease. Recent data from eye movement research suggests, however, that the developmental change in phonological processing is somewhat more nuanced than this. Such studies show that phonology influences lexical identification in beginning and skilled readers in both typically and atypically developing populations. These data indicate, therefore, that the developmental change might better be characterised as a transition from overt decoding to abstract, covert recoding. We do not stop processing phonology as we become more skilled at reading; rather, the nature of that processing changes. MDPI 2019-05-30 /pmc/articles/PMC6802781/ /pubmed/31735824 http://dx.doi.org/10.3390/vision3020023 Text en © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Review
Milledge, Sara V.
Blythe, Hazel I.
The Changing Role of Phonology in Reading Development
title The Changing Role of Phonology in Reading Development
title_full The Changing Role of Phonology in Reading Development
title_fullStr The Changing Role of Phonology in Reading Development
title_full_unstemmed The Changing Role of Phonology in Reading Development
title_short The Changing Role of Phonology in Reading Development
title_sort changing role of phonology in reading development
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6802781/
https://www.ncbi.nlm.nih.gov/pubmed/31735824
http://dx.doi.org/10.3390/vision3020023
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