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  • Initial Reading Schemes and Their High Frequency Words

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    Hay65480.pdf (1.945Mb)
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    Author(s)
    Hay, Ian
    Spencer, R.
    Griffith University Author(s)
    Hay, Ian
    Year published
    1998
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    Abstract
    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 ...
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    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.
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    Journal Title
    Australian Journal of Language and Literacy
    Volume
    21
    Issue
    3
    Publisher URI
    https://search.informit.com.au/documentSummary;dn=229933421341064;res=IELHSS
    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
    Publication URI
    http://hdl.handle.net/10072/122105
    Collection
    • Journal articles

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