TY - JOUR
T1 - Acquisition and use of spelling-sound correspondences in reading
AU - Backman, Joan
AU - Bruck, Margaret
AU - Hebert, Martine
AU - Seidenberg, Mark S.
N1 - Funding Information:
This research was supported by the National Health and Welfare Research and Development Program through a National Health Research Scholar Award to M. Bruck; by FCAC Grant EQ-2074 to M. Seidenberg and M. Bruck; by NSERC Grant A7924 to M. Seidenberg; and by a Social Sciences and Humanities Research Council of Canada postdoctoral fellowship to J. Backman. The authors are listed alphabetically. Martine Hebert, who completed part of this study as an undergraduate honors thesis, is now at Concordia University. Gail Fomarolo also assisted in running the experiment. Send reprint requests to M. Seidenberg, Department of Psychology, McGill University, 1205 Docteur Penfield, Montreal, PQ H3A lB1, Canada.
PY - 1984/8
Y1 - 1984/8
N2 - The acquisition and use of knowledge concerning the spelling-sound correspondences of English were evaluated by having children read words and nonwords that contained regular and homographic spelling patterns. Regular spelling patterns are associated with a single pronunciation (e.g., -UST as in MUST); homographic patterns have multiple pronunciations (e.g., -OSE as in HOSE, DOSE, LOSE). Analyses of errors, latencies, and pronunciations provided evidence for two complementary developmental processes: good beginning readers rapidly learn to recognize high-frequency words from visual input alone, while at the same time they are expanding and consolidating their knowledge of spelling-sound correspondences. Younger and poor readers rely more on phonological information in word decoding, as evidenced by their particular difficulty reading homographic spelling patterns. Poor readers do not appear to use a radically different strategy for reading words: their perfomance is similar to that of younger, good readers.
AB - The acquisition and use of knowledge concerning the spelling-sound correspondences of English were evaluated by having children read words and nonwords that contained regular and homographic spelling patterns. Regular spelling patterns are associated with a single pronunciation (e.g., -UST as in MUST); homographic patterns have multiple pronunciations (e.g., -OSE as in HOSE, DOSE, LOSE). Analyses of errors, latencies, and pronunciations provided evidence for two complementary developmental processes: good beginning readers rapidly learn to recognize high-frequency words from visual input alone, while at the same time they are expanding and consolidating their knowledge of spelling-sound correspondences. Younger and poor readers rely more on phonological information in word decoding, as evidenced by their particular difficulty reading homographic spelling patterns. Poor readers do not appear to use a radically different strategy for reading words: their perfomance is similar to that of younger, good readers.
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U2 - 10.1016/0022-0965(84)90022-5
DO - 10.1016/0022-0965(84)90022-5
M3 - Article
AN - SCOPUS:0001375082
SN - 0022-0965
VL - 38
SP - 114
EP - 133
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
IS - 1
ER -