From Orthography to Psychology to Reading

Venezky, Richard L.

doi:10.1007/978-94-011-0385-5_2

Cited by 23 publications

(27 citation statements)

References 14 publications

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“…Orthographic skills are language processes that involve visible language, but are not the same as visual perception of nonlinguistic visual stimuli (Berninger, 1994). The importance of orthographic skills is also predictable from theory (Venezky, 1995(Venezky, , 1999. Ability to code in short-term memory functional spelling units, which in English are typically composed of one to two letters, affects ability to learn the correspondences between letters and phonemes that constitute the alphabet principle.…”

Section: Language Phenotype For Reading and Writing Disabilitiesmentioning

confidence: 97%

Language Phenotype for Reading and Writing Disability: A Family Approach

Berninger¹,

Abbott²,

Thomson³

et al. 2001

Scientific Studies of Reading

127

133

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A theory-driven battery of 23 psychometric measures of reading, writing, and related language processes was administered to 102 probands (affected children in Grades 1 to 6 with documented reading problems, writing problems, or both) and both of their biological parents. Affected children and parents were compared on the structural relationships between related language processes (Verbal IQ [VIQ], orthographic, phonological, and rapid naming skills), component reading, (accuracy, rate, comprehension) and writing (handwriting, spelling, composition) skills. The orthographic factor had significant paths to all reading and writing skills, except reading comprehension, in both probands and adults. The phonological factor had significant paths to all reading and writing skills except reading rate and handwriting in probands, but in affected adults only if VIQ was removed. Rapid naming had significant paths only to reading rate in probands and adults. VIQ had significant paths to reading comprehension in probands and adults, and to reading accuracy, reading rate, spelling, and composition in affected adults, but not probands. These results are consistent with the claim of functional systems theory that the same language processes are orchestrated flexibly depending on task at hand. Results for across-age differences in the covariances among related language processes confirmed developmental predictions of connectionist theory. The number of language deficits (based on discrepancy from SCIENTIFIC STUDIES OF READING, 5(1), 59-106

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Section: Language Phenotype For Reading and Writing Disabilitiesmentioning

confidence: 97%

Language Phenotype for Reading and Writing Disability: A Family Approach

Berninger¹,

Abbott²,

Thomson³

et al. 2001

Scientific Studies of Reading

127

133

View full text Add to dashboard Cite

show abstract

“…The spelling-sound correspondences were organized into "orders" based on the degree of predictability (see Appendix). These orders, derived from Venezky's (1995) theory, have been used in four of our prior studies. Orders 0-a and 0-b cluster as easy predictability, orders 1-4 cluster as moderate predictability, and orders 5, 6, and 7 cluster as low predictability (Berninger et al in press).…”

Section: Overview Of Instructional Interventionsmentioning

confidence: 99%

It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7

Abbott

Berninger

1999

Ann. of Dyslexia

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The papers in this section explore multiple strategies for remediation of reading difficulties. The literature reviews are current, the techniques sophisticated, and the respect for empirical evidence outweighs (as it must) adherence to a particular philosophy of instruction.In chapter 9, Sylvia Abbott and Virginia Berninger present a detailed curriculum for students in grades 4 to 7, contrasting two different ways to provide explicit instruction in the English orthography. For half the students the code-emphasis component focused exclusively on the phoneme-grapheme correspondences, the other half were also given explicit instruction to syllable types and morphological structure. The results are encouraging in finding that both groups made discernible gains in word recognition and reading comprehension over the fourmonth period; as did virtually every child in the study (individual data are provided). There was no evidence that instruction in syllables and morphemes had an obvious advantage. Readers will find this paper useful on a number of ways: for the explicit details in lesson plans which are tied to readily available commercial programs and for the result that the only limiting factor was RSN--and that limited not mastery of the code, but speed of word recognition. As the title suggests, the study indicates that 7th graders are not too old to benefit from instruction.In chapter 10, Marshall Raskind and Eleanor Higgins provide some surprising and encouraging evidence that speech recognition technology designed to help persons compensate for reading limitations may in fact enhance reading and spelling as well--gains in word recognition, spelling, and reading comprehension were small but reliable after only one semester using this technology an hour a week. This carefully conducted 221 222 STRATEGIES FOR REMEDIATION study will be read with keen interest by all who struggle with how to support students who must continue in grade-level curriculum and yet also continue to learn to read. Combined with prior evidence that text readers help the poor reader, school systems, families and clinicians will be expanding their repertoire on aids to older students.If you talk to any group of experienced reading instructors, you will find that their number one concern is how to enhance reading fluency. For even very effective code-emphasis interventions have not yielded sizable gains in reading fluency. In Chapter 11, Marianne Meyer and Rebecca Felton bring us up to date on what research finds regarding the efficacy of means to improve reading fluency, with particular emphasis on the "repeated readings" approach. This paper will be especially useful to reading instructors, as it is structured in a question answer format.The final paper, chapter 12 by Joanne Martila Pierson offers an unusual--and very readable--combination of explicit code instruction and concern for the child's continued interest. What I like about this paper is the explicit documentation of what the child does and does not learn over the period covered and ...

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“…If teachers and learners understand the multiple ways of mapping subword and word codes (alternations, that is, the small set of alternative ways to do so, and alternative directions from input to output for doing so, Venezky, 1995 ), English word reading and spelling becomes very predictable. If teachers and learners understand the multiple ways of mapping subword and word codes (alternations, that is, the small set of alternative ways to do so, and alternative directions from input to output for doing so, Venezky, 1995 ), English word reading and spelling becomes very predictable.…”

Section: Training Of Cognitive Control In Developmental Disorders: Pimentioning

confidence: 99%

Interventions in Learning Disabilities

Schiff¹,

Joshi²

2016

Literacy Studies

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While language defi nes humanity, literacy defi nes civilization. Understandably, illiteracy or diffi culties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the fi gure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become diffi cult to integrate this abundance of information into a coherent body because of the artifi cial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.More information about this series at

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From Orthography to Psychology to Reading

Cited by 23 publications

References 14 publications

Language Phenotype for Reading and Writing Disability: A Family Approach

Language Phenotype for Reading and Writing Disability: A Family Approach

It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7

Interventions in Learning Disabilities

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