Development of Orthographic Knowledge and the Foundations of Literacy: A Memorial Festschrift for Edmund H. Henderson

By Shane Templeton; Donald R. Bear | Go to book overview
If so, it could not be assumed that "lots of reading" will give the necessary exposure needed to develop the word knowledge that in turn supports the store of correctly spelled representations. While the alphabetic principle is largely realized by reading and writing itself, there seem to be varying propensities for the pickup of the orthographic patterns. For a few, learning about how words work seems as natural as learning to walk. For most, however, it is more like learning to swim or ride a bike. And for some it is a tightrope walk. If we can interpret children's state of word knowledge, we can provide the help they need.

REFERENCES

Asch S., & Ebenholtz S. ( 1962). "The principle of associate symmetry". Proceedings of the American Philosophical Society, 106, 135-163.

Barnes W. ( 1982). The developmental acquisition of silent letters and orthographic images in English spelling. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

Baron J., Treiman R., Wilf J., & Kellman P. ( 1980). "Spelling and reading by rules". In U. Frith (Ed.), Cognitive processes in spelling. New York: Academic Press.

Barron R. ( 1980). "Visual and phonological strategies in reading and spelling". In U. Frith (Ed.), Cognitive processes in spelling (pp. 195-214). New York: Academic Press.

Bear D. ( 1982). Patterns of oral reading across stages of word knowledge. Unpublished doctoral dissertation. University of Virginia, Charlottesville.

Beers J. ( 1974). First and second grade children's developing orthographic concepts of tense and lax vowels. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

Biemiller A. ( 1970). "The development of the use of graphic and contextual information as children learn to read". Reading Research Quarterly, 6, 75-96.

Bryant P., & Bradley L. ( 1980). "Why children sometimes write words which they do not read". In U. Frith (Ed.), Cognitive processes in spelling. New York: Academic Press.

Chomsky C. ( 1971). "Write first & read later". Childhood Education, 41, 296-299.

Ehri L. ( 1980). "The development of orthographic images". In U. Frith (Ed.), Cognitive processes in spelling. New York: Academic Press.

Ehri L. ( 1985, April). "Learning to read and spell". Address presented at the American Educational Research Association, Chicago.

Ehri L. (in press). "Reconceptualizing the development of sight word reading and its relationship to recoding". In P. Gough (Ed.), Reading acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates.

Ehri L., & Wilce L. ( 1985). "Movement into reading: Is the first stage of printed word learning visual or phonetic?" Reading Research Quarterly, 20, 163-179.

Ehri L., & Wilce L. ( 1987a). "Does learning to spell help beginners learn to read words?" Reading Research Quarterly, 18, 47-65.

Ehri L., & Wilce L. ( 1987b). "Cipher versus cue reading: An experiment in decoding acquisition". Journal of Educational Psychology, 79, 3-13.

Frith U. ( 1978). From print to meaning and from print to sound or how to read without knowing how to spell. Visible Language, 12, 43-54.

Frith U. ( 1980). "Unexpected spelling problems". In U. Frith (Ed.), Cognitive processes in spelling. New York: Academic Press.

Gentry R. ( 1977). A study of the orthographic strategies of beginning readers. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

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Gibson J. J. ( 1966). The senses considered as perceptual systems. Boston: Houghton Mifflin.

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