Monday, February 14, 2011

(2005) Learning to read words: Theory, findings, and issues

 (Ehri L. , 2005) Learning to read words
“Process of learning sight words involves forming connections between graphemes and phonemes to bond spellings of words to their pronunciations and meanings in memory. Enabled by phonemic awareness and by knowledge of the alphabet which functions as a powerful mnemonic to secure spellings in memory” (p. 167)

Visual-semantic connections lack sufficient mnemonic power. Don’t explain how the spellings of words are cabapble of encoding in memory with little practice. If meanings were anchors for words in memory we would expect synonomous readings (e.g., home for house).

Readers learn sight words by forming connections between letters in spellings and sounds in pronunciations of words FIND (Ehri, 1992, 1998). Formed from reader’s knowledge of grapheme-phoneme relations and phonemic awareness, knowing how to distinguish the separate phonemes in word pronunciation. Includes knowledge of spelling patterns that recur. In irregular words, most of the spelling is conventional. Knowledge of graphophonemic relations must be learned through explicit instruction or implicit learning and practice before bonding can occur. 

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