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      Learning to read: developing processes for recognizing, understanding and pronouncing written words

      research-article
      London Review of Education
      IOE Press
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            Abstract

            Major theories of how skilled readers recognize, understand and pronounce written words include processes for phonological recoding (i.e., translating segments of print to their corresponding segments of sound) and processes by which direct access is achieved from printed words to their meanings. If these are the processes employed in skilled reading, then these are the processes which children learning to read must develop in order to become skilled readers. This paper reviews experimental findings relevant to the development of both sets of processes in beginning and early readers.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 March 2006
            : 4
            : 1
            : 19-29
            Article
            1474-8460(20060301)4:1L.19;1- s3.phd /ioep/clre/2006/00000004/00000001/art00003
            10.1080/13603110600574330
            75a667ad-5bf6-4931-a777-b7edec125d5c
            Copyright @ 2006
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education

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