Initial Reading Schemes and Their High Frequency Words
View/ Open
File version
Version of Record (VoR)
Author(s)
Hay, Ian
Spencer, R.
Griffith University Author(s)
Year published
1998
Metadata
Show full item recordAbstract
Word recognition is an essential component in the mastery of reading (Compton, 1997; Freebody & Byrne, 1988; Strickland & Morrow, 1991; Szeszulski & Szeszulski, 1987), and considerable evidence suggests that the major difficulty confronting the beginning reader is the development of rapid, automatic word recognition skills (Adams, 1990; Byrne, Freebody & Gates, 1992; Chall, 1983; Ehri, 1991). Efficient readers use a variety of orthographic data to recognise word units, such as individual letters, letter clusters, morphemes, word stems, and word patterns (Stanovich, 1980; Taft, 1991). It is the rapid visual processing of word ...
View more >Word recognition is an essential component in the mastery of reading (Compton, 1997; Freebody & Byrne, 1988; Strickland & Morrow, 1991; Szeszulski & Szeszulski, 1987), and considerable evidence suggests that the major difficulty confronting the beginning reader is the development of rapid, automatic word recognition skills (Adams, 1990; Byrne, Freebody & Gates, 1992; Chall, 1983; Ehri, 1991). Efficient readers use a variety of orthographic data to recognise word units, such as individual letters, letter clusters, morphemes, word stems, and word patterns (Stanovich, 1980; Taft, 1991). It is the rapid visual processing of word units that seems to evade children with reading problems and reduces their motivation to continue to read (Barron, 1986; Gipe, 1995; Samuels, 1994; Stanovich, 1986). In the process of rapid word recognition, rather than converting the letter group into a sequence of sounds, blending the sounds, and matching them to a known spoken pattern, readers retrieve stored information simultaneously about how a word looks and sounds.
View less >
View more >Word recognition is an essential component in the mastery of reading (Compton, 1997; Freebody & Byrne, 1988; Strickland & Morrow, 1991; Szeszulski & Szeszulski, 1987), and considerable evidence suggests that the major difficulty confronting the beginning reader is the development of rapid, automatic word recognition skills (Adams, 1990; Byrne, Freebody & Gates, 1992; Chall, 1983; Ehri, 1991). Efficient readers use a variety of orthographic data to recognise word units, such as individual letters, letter clusters, morphemes, word stems, and word patterns (Stanovich, 1980; Taft, 1991). It is the rapid visual processing of word units that seems to evade children with reading problems and reduces their motivation to continue to read (Barron, 1986; Gipe, 1995; Samuels, 1994; Stanovich, 1986). In the process of rapid word recognition, rather than converting the letter group into a sequence of sounds, blending the sounds, and matching them to a known spoken pattern, readers retrieve stored information simultaneously about how a word looks and sounds.
View less >
Journal Title
Australian Journal of Language and Literacy
Volume
21
Issue
3
Copyright Statement
© 1998 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Education Systems
Curriculum and Pedagogy
Specialist Studies in Education