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Acquiring Recoding Competence: Toward a Meaning Driven Interactive Model

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Part of the Springer Series in Language and Communication book series (SSLAN, volume 28)

Abstract

As children move from prereading into reading, they come to understand how the writing system represents speech. Those who read logographic scripts realize that speech is transcribed at the word level; children who learn syllabaries discover that the syllable is the level of representation; readers of alphabets find that it is the phoneme, or sound, that is the unit of transcription. These three levels of print-to-speech representation—word, syllable and sound—provide beginning readers with significantly different options for recognizing and learning written words. Whereas readers of logographic writing systems must put considerable time and energy into remembering a unique written symbol for each spoken word, those who learn to read alphabets can pronounce a great many words with the knowledge of relatively few symbol-to-sound correspondences. Alphabets therefore offer beginning readers an economical, sound-based route to word learning, provided that would-be readers can use the print-to-speech map.

Keywords

Word Recognition Phonological Awareness Word Identification Word Learning Phonological Information 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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