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ERIC Number: EJ809775
Record Type: Journal
Publication Date: 2008-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0144-3410
Variability in Children's Early Reading Strategies
Farrington-Flint, Lee; Coyne, Emily; Stiller, James; Heath, Emily
Educational Psychology, v28 n6 p643-661 Oct 2008
The present study examines the development of sight word reading in young children by examining changes in their self-reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children's word identifications were measured using immediately retrospective verbal self-reports. Overall, the results showed some variability in the children's self-reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word-specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri's mediated phase theory in explaining children's development in learning to read. (Contains 4 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A