ERIC Number: ED337751
Record Type: RIE
Publication Date: 1991-May
Reference Count: 0
An Interactive/Cognitive Model of the Acquisition of a Graphophonemic System by Young Children.
An interactive/cognitive model can account for the acquisition of a graphophonemic system by young children and be compatible with the cuing explanation, which posits that readers use their graphophonemic knowledge in coordination with their knowledge of language and the world to make sense of print. Explanations in the research literature of how young children learn to make sense of print vary in the extent to which they account for how readers recode unfamiliar print words without assistance from another reader. Two studies compared the explanatory power of the analogy (learning print words holistically from an experienced reader) and the blending (identifying unfamiliar print words by learning grapheme-phoneme correspondences) explanations. Results indicated that the analogy explanation accounted for children's correct recodings of pseudowords better than the blending explanation. A model based on existing literature and the results of the two studies suggests that children learning to read an alphabetic script first learn to recognize holistically the print forms of some words in their oral language. First words are acquired through cues from environmental print or from more experienced readers. Then as children recognize more print words they can figure out more from the context and from orthographic cues. Children then recognize letters and strings of letters in new print words and strings of letters representing onsets and rimes in familiar print words. (Three tables of data, one figure of data, and a figure representing the model are included; 20 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (36th, Las Vegas, NV, May 6-10, 1991).