ERIC Number: ED226341
Record Type: RIE
Publication Date: 1982-Aug
State of the Art Address: Learning to Read and Spell.
Ehri, Linnea C.
Research on children's oral reading errors provides evidence that both top down and bottom up processes interactively contribute to reading. Syntactic and semantic expectations are sources of information for top down processing, while knowledge of letter-sound relations provides information for bottom up processing. As children learn to read, interaction between top down and bottom up processing becomes more frequent. Since word recognition becomes automatic as readers progress, how rapidly children can read familiar words is an important factor in text reading, distinguishing between skilled and poor readers. Different explanations have been proposed for how children store spellings in memory; most likely spelling is a symbol linking visual representation to a word's pronunciation. Both flashcards and meaningful text help children with some aspects of word learning, but neither method is adequate for acquiring complete word knowledge. Although these ideas on reading have experimental support, many questions about reading comprehension, reading readiness, and the actual classroom practice of the teaching of reading remain to be answered. (JL)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 23-27, 1982).