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Recent News and Articles on the Keywords: reading processes + reading speed + phonics  Related to the article below (Last Update: 5/5/2008)

Adolescent Literacy: Putting the Crisis in Context
RedOrbit, TX - Apr 13, 2008
The response to this problem was to focus secondary reading instruction on the remediation of particular skills such as decoding, fluency, reading speed, ...
Source: Google News

[PDF] Reading: A psycholinguistic guessing game
KS Goodman - Journal of the Reading Specialist, 1967 - uascentral.uas.alaska.edu
... which she is obviously not ready to read. ... guessing game as they develop reading ability,
effective ... Fortunately, this parallels the processes they have used in ...

Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia -
PG Bowers, M Wolf - Reading and Writing, 1993 - Springer
... children who do not learn to read well have ... that individual differences in phonological
processes are the most important contributors to reading disability ...

[PDF] The nature of phonological processing and its causal role in the acquisition of reading skills -
RK Wagner, JK Torgesen - Psychological Bulletin, 1987 - hku.hk
... in-hand development of phonological processes and reading ... manipulate phonological
processing abilities and reading skill (see ... role in learning to read hut that ...

Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of … -
KE Stanovich - Reading Research Quarterly, 1986 - JSTOR
... is not one that leads to fluency in reading. ... their slow and inaccurate word decoding
processes may in ... and less skilled first-grade children read coherent story ...

Reading fluency: Its development and assessment -
SJ Samuels - What research has to say about reading instruction, 2002 - reading.org
... aware of the process. ... Reading Fluency: Its Development and Assessment 171 ... Students
at this stage can read orally with accuracy, speed, and normal expres- sion ...

[BOOK] Phonics They Use: Words for Reading and Writing
PM Cunningham - 2000 - Allyn & Bacon

[BOOK] The Psycholinguistic Nature of the Reading Process
KS Goodman - 1973 - Wayne State University Press

[PDF] Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading … -
LC Ehri, SR Nunes, SA Stahl, DM Willows - Review of Educational Research, 2001 - intl-rer.sagepub.com
... 398 Page 7. Word Reading Outcomes Readers use various processes to read words (Ehri,
1991, 1994), and all of these processes benefit from alphabetic ...
-

Intelligence, cognitive skills, and early reading progress -
KE Stanovich, AE Cunningham, DJ Feeman - Reading Research Quarterly, 1984 - JSTOR
... Finally, our general conclusions should not be read as an ... concluded that in the area
of reading it is a ... global trait can substitute for a process analysis of ...

Comparison of the effects of IQ control methods on memory and naming speed predictors of reading … -
PG Bowers, R Steffy, E Tate - Reading Research Quarterly, 1988 - JSTOR
... the special demands reading makes on these processes (Jorm, 1983 ... in working memory
may affect dyslexics' reading skill. ... limitations often found in poor read- ers ...

Source: Google Scholar

Phonics, whole-word and whole-language processes add up to determine reading speed, NYU study shows

Reading specialists have often pitted phonics against holistic word recognition and whole language approaches in the war over how to teach children to read. However, a new study by researchers at New York University shows that the three reading processes do not conflict, but, rather, work together to determine speed. The findings appear in the Aug. 1 issue of PLoS ONE, a journal published by the Public Library of Science. The paper, “Parts, Wholes, and Context in Reading: A Triple Dissociation,” is available at http://www.plosone.org/doi/pone.0000680 beginning Aug. 1.

The NYU study, by professor of psychology and neural science Denis Pelli and research scientist Katharine Tillman, measured the reading rates of 11 adult readers. It examined how three reading processes contribute to reading speed: 1) phonics, in which words are decoded letter by letter; 2) holistic word recognition, in which words are recognized by their shape; and 3) whole language, in which words are recognized by the context of the sentences.

Readers in the study read passages from a Mary Higgins Clark novel. The text was manipulated to selectively knock out each process in turn while retaining the others. Whole word shape was removed by alternating case: “sHe LoOkEd OvEr hEr ShOuLdEr.” To knock out the whole language process, the order of the words was shuffled. To knock out phonics, some of the letters were replaced with others.

Pelli and Tillman’s results show that letter-by-letter decoding, or phonics, is the dominant reading process, accounting for 62 percent of reading speed.

However, both holistic word recognition (16 percent) and whole-language processes (22 percent) do contribute substantially to reading speed. Remarkably, the results show that the contributions of these three processes to reading speed are additive.

The contribution of each process to reading speed is the same whether the other processes are working or not.

“The contributions made by phonics, holistic word recognition, and whole-language processes are not redundant,” explained Pelli. “These three processes are not working on the same words and, in fact, make contributions to reading speed exclusive of one another.”

“The fact that letters, words, and sentences are all involved in reading is nothing new,” Pelli added. “But finding that their contributions to reading speed are additive is startling.”
 
 
 
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