ERIC Number: ED386862
Record Type: RIE
Publication Date: 1995-Feb-20
Reference Count: 0
Understanding the Primary Role of Word Recognition in the Reading Process: Synthesis of Research on Beginning Reading. Technical Report No. 15.
Chard, David J.; And Others
Evidence regarding the centrality of word recognition to the reading process is considered, based on a review of research on beginning reading from 15 secondary sources. The research includes diverse learners who are low performers, learning or reading disabled, remedial readers, high achievers, culturally disadvantaged, language delayed, and linguistically diverse. The characteristics, contexts, and conditions of learners and learning are discussed. Evidence from a variety of models and frames of reference in beginning reading research is presented, including cognitive, instructional, and educational psychology; linguistics; and special education. Four areas of convergence from the studies reviewed are identified, with implications for word recognition: reading comprehension is dependent on strong word recognition skills; strong word recognition requires understanding that words can be spoken or written, print corresponds to speech, and words are composed of phonemes; alphabetic understanding facilitates word recognition; and phonological recoding combined with word frequency mediates word recognition. A chart identifies study author(s) and year, number and type of study participants, the beginning reading dimension, and the purpose of the study. (Contains 27 references.) (SW)
Descriptors: Beginning Reading, Cultural Differences, Elementary Education, Learning Disabilities, Learning Experience, Learning Problems, Learning Theories, Low Achievement, Phonology, Reading Comprehension, Reading Difficulties, Reading Instruction, Reading Processes, Reading Research, Remedial Reading, Word Recognition
Publication Type: Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center To Improve the Tools of Educators, Eugene, OR.