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The Discrepancy Hypothesis posits that childrenearly in the acquisition process read visually(holistically) and spell phonologically. Thisclaim was examined and rejected. Weinvestigated reading and spelling in Grade 1and Grade 2 children using controlled nonwordand word materials with a variety oforthographic patterns. While reading andspelling were strongly correlated even amongthe younger readers, discrepancies betweenperformance levels occurred in both directions. Children's responses were affected by wordcharacteristics and whether or not theyreceived school phonics instruction. Phonologically complex words, such as thosecontaining consonant clusters, wereparticularly difficult for Grade 1 children toread, while words that were difficult to spellcorrectly but not to read tended to havemultivalent mappings from sound to spelling.The generation of reading responses tospecially selected nonwords was affected byboth implicit and explicit phonological sourcesof knowledge. Orthographic knowledge gained inspelling did not always transfer to reading,and vice versa. 相似文献
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G. Brian Thompson Michael F. McKay Claire M. Fletcher-Flinn Vincent Connelly Richard T. Kaa Jason Ewing 《Reading and writing》2008,21(5):505-537
Two studies were conducted across three countries to examine samples of beginning readers without systematic explicit phonics
who had reached the same level of word reading accuracy as comparison samples with high and moderate explicit phonics. Had
they employed any compensatory learning to reach that level? Four hypotheses of compensatory learning or performance were
tested on the samples, all of which represented the lower half of the normative distribution of word reading accuracy. The
two samples without explicit phonics received teaching that centered on story text reading and some receptive phonics that
arose from this text reading. They did not compensate by relatively greater use of a larger psycholinguistic grain size in
the form of rime units. Nor did they compensate by trading off comprehension for text word reading accuracy. In a microtraining
study, they showed no compensation in proficiency of initial learning of lexical orthographic representations. For all samples,
this initial learning was less effective with spelling than reading training trials. In reading text, the samples without
explicit phonics did not compensate by trading off speed for accuracy, or comprehension. On the contrary, they read text faster
than the explicit phonics samples. The extra classroom instruction time available to them for text reading, with the consequential
extra exposure and practice of word reading, would explain this result. 相似文献
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Claire M. Fletcher-Flinn G. Brian Thompson Megumi Yamada Kane Meissel 《Reading and writing》2014,27(5):875-904
It has been observed in Japanese children learning to read that there is an early and rapid shift from exclusive reading of hiragana as syllabograms to the dual-use convention in which some hiragana also represent phonemic elements. Such rapid initial learning appears contrary to the standard theories of reading acquisition that require instruction in nonlexical procedures for learning phonemic elements of an orthography. However, the alternative Knowledge Sources theory implies that the shift would be achievable from lexical input by which the learner acquires an implicit formation principle for this secondary phonemic function of hiragana. In two training experiments (Studies 1 & 2), this hypothesis was examined in transfer tests with 5-year-old Japanese and with 14-year-old English-speaking beginner learners of Japanese. As predicted, relative to phonological controls, very limited lexical training of exemplar hiragana words transferred to phonemic use of other (previously unknown and untrained) hiragana in untrained words, but not in isolation from these words. In Study 3, at both beginning and adult reading levels, novel hiragana symbol combinations were created to represent individual phoneme elements in ways that do not exist in conventional hiragana orthography but are exemplars for induction of a potential generalized formation principle of the secondary phonemic function of the system. At all reading levels there was evidence of use of this generalized formation principle, a result not explained by the standard theories but implied by the alternative theory, which offers a potential universal feature of learning to read. 相似文献
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