Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman

By Isabelle Y. Liberman; Susan A. Brady et al. | Go to book overview

the same processes required by spoken language. Or rather, they rely on the same processes, but in different mixes as to which components carry the bigger burden for comprehension. We can be sure that one component now carrying a large burden is the identification of words.


CONCLUSION

Simplicity is a good principle. Complexity inevitably intrudes, but there's no reason to give it a head start. So the real answer to the question of whether reading can really be this simple is probably something like "not quite." But it is useful to notice how far one can go with it. It is likely that researchers and trainers of reading teachers would run less risk of going astray by adopting it as a heuristic principle -- not necessarily a correct one, but one more likely to keep attention on the main problems of reading.


REFERENCES

Alegria J., & Morais J. (in press). "Segmental analysis and reading comprehension". In L. Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications. Hillsdale, NJ: Lawrence Erlbaum Associates.

Byrne B. (in press). "Experimental analysis of the child's discovery of the alphabetic principle". In L. Rieben & C. A. Perfetti (Eds.), Learning to read. Basic research and its implications. Hillsdale, NJ: Lawrence Erlbaum Associates.

Chomsky N. ( 1980). Rides and representations. New York: Columbia University Press.

Eco U. ( 1989). Foucault's pendulum. San Diego: Hartcourt, Brace, & Jovanovich.

Ehri L. C., & Wilce L. S. ( 1985). "Movement into reading: Is the first stage of printed word learning visual or phonetic?" Reading Research Quarterly, Winter, 163-179.

Ehri L. C. (in press). "Learning to read and spell words". In L. Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications. Hillsdale, NJ: Lawrence Erlbaum Associates.

Gough P. B., & Hillinger M. L. ( 1980). "Learning to read: An unnatural act". Bulletin ofthe Orion Society, 30, 179-196.

Gough P. B., & Hoover W. (in press). "A simple view of reading". In R. Hoffman & D. Palermo (Eds.), Cognitive Psychology: The state of the art. Hillsdale, NJ: Lawrence Erlbaum Associates.

Gough P. B., & Juel C. (in press). "The first stages of word recognition". In L. Rieben & C. A. Perfetti (Eds.), Learning to read. Basic research and its implications. Hillsdale, NJ: Lawrence Erlbaum Associates.

Liberman I. Y., & Shankweiler D. ( 1979). "Speech, the alphabet, and teaching to read". In L. B. Resnick & P. A. Weaver (Eds.), Theory andpractice of early reading (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.

Liberman I. Y., Shankweiler D., Fischer F. W., & Carter B. ( 1974). "Explicit syllable and phoneme segmentation in the young child". Journal of Experimental Child Psychology, 18, 201-212.

Maclean M., Bryant P., & Bradley L. ( 1987). "Rhymes, nursery rhymes, and reading in early childhood". Merrill-Palmer Quarterly, Special Issue, Children's Reading and the Development of Phonological Awareness, K. Stanovich (Ed.), Vol. 33, No. 3, 255-281.

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