Chapter III: Growth in Word Perception Abilities as it Relates to Success in Beginning Reading

Olson, Arthur V.

doi:10.1177/002205745814000303

Cited by 19 publications

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“…Letter-name knowledge measured before school entry has proven repeatedly to be one of the best predictors of reading achievement at the end of first grade, better even than IQ or self-reports of parents' reading to their children (Chall, 1967;Durrell, 1958;Olson, 1958;Share, Jorm, Maclean, & Matthews, 1984). Studies of young children who learned to read at home before kindergarten usually mention that letters were mastered before the children started reading words independently (Bissex, 1980;Healy, 1982;Lass, 1982).…”

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confidence: 99%

Sight Word Reading in Prereaders: Use of Logographic vs. Alphabetic Access Routes

Scott

Ehri

1990

Journal of Reading Behavior

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In a previous study, Ehri and Wilce (1985) found that prereaders who had not mastered letters were better at forming logographic access routes than letter-sound access routes into memory to read words by sight. Of interest here was whether prereaders who knew all their letters would reveal the same pattern. Preschoolers and kindergartners who could read few if any words out of context but who knew letters were taught to read either six simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for "giraffe"), or six logographic spellings whose letters were non-phonetic but were more visually distinctive (e.g., J R F for "candy"). Word reading practice included either naming or counting letters in phonetic spellings or counting letters in visual spellings. Letter naming was expected to draw prereaders' attention to phonetic cues. Letter counting was the control. Results revealed that phonetic spellings were learned better than visual spellings regardless of whether letters were named or counted. We conclude that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues they provide.According to various theories, there are at least two processes that readers might use to identify written words: by phonological recoding, and by sight. Phonological recoding consists of applying general knowledge of the orthographic system to transform spellings into pronunciations with recognizable meanings (Baron, 1977; Ehri, in press-a; in press-b;Marsh, Friedman, Welch, & Desberg, 1981;Venezky, 1970). Meanings are recognized from pronunciations of words, not from print cues. Sight word reading involves accessing information that was stored in lexical memory about words when they were read previously. Although sight words 149

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confidence: 99%

Sight Word Reading in Prereaders: Use of Logographic vs. Alphabetic Access Routes

Scott

Ehri

1990

Journal of Reading Behavior

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“…In a study by Olson (1958) of the reading and reading-related skills of 1,172 first grade children, letter-naming ability n September correlated highly with oral reading ability in February. Furthermore, it was found that of the 119 children from this group who could not name 20 or more letters in February, only nine could identify 70 or more words in a word recognition task.…”

Section: Classroom Evaluationmentioning

confidence: 98%

“…In a study by Nicholson (1958) Among those who favor the early introduction of letter names in reading instruction, there is little agreement on the specific benefits of this practice. One argument centers on attaching sounds to letters (Durrell, 1958); a second on the facilitation of letter discrimination (Fries, 1962), and a third on word identification (Olson, 1958;Muehl, 1962). In this section the experimental data relevant to the general area of naming will be surveyed, followed by discussions of the evidence for and against the three positions just mentioned.…”

Section: Semantic and Phonological Featuresmentioning

confidence: 99%

“…In a laboratory experiment (Muehl, 1962), a word recoonition task was constructed from nonsense letter-string stimuli and concrete noun responses, and tested on a small group of kindergarten children. In the classroom evaluation (Olson, 1958), a large group of children were tested at various times during their first year of reading instruction on various reading skills, including letter naming and word recognition abilities. Then, attempts were made to establish a relationship between these two factors.…”

Section: Word Identificationmentioning

confidence: 99%

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Letter Naming and Learning to Read

Venezky¹

1978

Papers on Linguistics and Child Language

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“…lluda (169) Investigating the relationship between growth in word perception and success in beginning reading, 0/8on (180) found that letter knowledge has a positive relationship to reading achievement.…”

Section: Vocabularymentioning

confidence: 99%

Health, Education and Welfare

1977

Congress and the Nation, 1973-1976, Vol. IV: The 93rd and 94th Congresses

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Office of Educationcompiled largely from studies reported in educational periodicals. The unpublished research was made available through a survey cq,nducted under tile auspices of the U.S. Office of Education, with the cooperation of colleges, universities, and public school systems, which furnished information on studies undertaken in the various educational institutions.Ackhowledgment is made to the members of the Subcommittee on Reading of the National Council on Research in English for their assistance in fOrmulating plans for the project and preparing and testing the questionnaire, Report of Re-search in Reading (1955-60).In addition to acquainting teachers, supervisors, and administrators with recent research in reading at the primary level, this bulletin may serve as a source of information for the college teacher or student who wishes to locate areas in reading which have been investigated or which need further investi- eg. IntroductionTHE UNPUBLISHED research included in this compilation has been screened to the extent that a faculty member at each college or university selected the studies included int+Olis bibliography. -14'. A reviewer at eaciiinstitution which participated in the project com-*tea forms furnishing the following information: purpose of the study; hypotheses tested; design of the study including population, durakion, and scope; research design ; met hod.of collecting data; controls; testa used; and method of treatment of data.No attempt has been /nade to analyze the abstracts critically or to site the specific limitations of each study. As it was impossible to_ gain access to the original studies, the only information available was the-information furnished by the reviewer at each institution. Insane cases the information reported by the reviewer was insufficient, such as the statistical techniques employed or the methods used to collect data.The studies have been c.ategO T rized according to topics. The first section of the bulletin consists of a summary of the studies in each category. ,The abstracts of the studies, arranged by category, appear in the second section. A study conducted in Orange County, Fla., by Clark (5) revealed a positive correlation between readiness scores and academic achievement. Allen (1) measured abilities found in readiness workbooks and related findings to reading achievement at the end of a half-year period of instruction in grade one. The significance of intelligence in relation to certain factors of reading readiness was the topic of two studies, one reported by Natale (16) and. one by 11fcMillan (14).Natale found significant relationships among intelligence and vocabulary opposites, memory span, and word discrimination. McMillan'8 study revealed relationships between intelligence and reading readiness and between intelligence and use of context. Results of intelligence tests can be used as one criterion in determining readiness. for reading, according to Stephey (23) 'boys should have a longer readiness period than girls.*Numbers in parentheses ar...

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Chapter III: Growth in Word Perception Abilities as it Relates to Success in Beginning Reading

Cited by 19 publications

References 0 publications

Sight Word Reading in Prereaders: Use of Logographic vs. Alphabetic Access Routes

Sight Word Reading in Prereaders: Use of Logographic vs. Alphabetic Access Routes

Letter Naming and Learning to Read

Health, Education and Welfare

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