The automatic activation of sound-letter knowledge: an alternative interpretation of analogy and priming effects in early spelling development
Article Abstract:
Young children begin to use analogies in spelling from the very time they begin to learn to spell. Two related experiments with six-year old children indicate that the subjects use their knowledge of spelling familiar words as aid to spell similar-sounding new words. Irrespective of the presence or absence of visible clues, they use analogies to identify the spelling of the target words. These findings support the connectionist models of the development of reading and spelling skills.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1996
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Phonological and semantic processes influence beginning readers' ability to learn words
Article Abstract:
Children of 4-6 years of age learned to associate printed three or four letter abbreviations or cues, with spoken words. Phonetic cues and control cues were used. The phonetic cues were learned better than the control cues, and learning was linked with measures of phonological skill and knowledge of the meanings of the words taught. When target words differed on a semantic variable, learning was influenced by both phonetic properties and imageability of the words used.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1999
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The limitations of orthographic analogy in early reading development: performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy
Article Abstract:
This article examines reading development among beginning readers. The authors, maintaining it has been generally accepted that beginning readers make orthographic analogies, argue the analogies are based upon phonological awareness and orthographic analogies becomes more important in later development.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2001
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