Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness

Freebody, Peter; Byrne, Brian

doi:10.2307/747642

Cited by 70 publications

(54 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This was interpreted as reflecting differences among children in their dominant reliance on either phonological decoding or orthographic processing. Freebody and Byrne (1988) and Byrne, Freebody and Gates (1992) replicated these patterns of correlation with 2nd-to 4th-grade children, who had to pronounce three lists of items, and confirmed the existence of two styles of word reading. In actual fact, their cluster analysis of irregular and nonword reading scores revealed the existence of two subgroups of subjects whose performances contrasted with those of good and poor readers.…”

Section: How Do Individual Differences Affect Reading?supporting

confidence: 77%

“…However, the relationships between reading profiles and spelling scores do not directly demonstrate the existence of different spelling styles. Accordingly, following the reasoning of Freebody and Byrne (1988) for reading, the present study sought to test more directly the possibility of identifying distinct spelling groups by examining the children's relative reliance on conversion rules versus word-specific knowledge in both reading and spelling.…”

Section: Relations Between Word Identification Styles and Spellingmentioning

confidence: 99%

“…Following the reasoning of Freebody and Byrne (1988) and Byrne et al (1992), our experimental procedure consisted in asking 2nd-graders to read and spell regular words, irregular words and nonwords. Irregular word processing and nonword processing assessed the efficiency of the orthographic and phonological processes respectively, in order to identify individual profiles reflecting different styles of acquisition.…”

Section: The Aims Of the Studymentioning

confidence: 99%

See 2 more Smart Citations

Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way?

Eme

Golder

2005

Read Writ

View full text Add to dashboard Cite

This article explores the styles of word reading and word spelling used by beginning readers in the French language. The aim of the study was to find out whether ''sub-lexical'' and ''lexical'' styles of reliance, which has been observed in children learning to read and spell in English, exists in French, a language with a more transparent orthography. A sample of 159 subjects were assessed on their reading and spelling of regular words, irregular words and nonwords. Cluster analyses on reading/spelling performances led us to identify various profiles, among which sub-lexical and lexical styles could be discerned. These profiles were then compared across a set of linguistic tasks in order to look for factors that might be related to individual differences in reading/spelling styles. Overall, our findings suggest that quantitative level differences explain most individual variation in literacy. These results are discussed in relation to developmental models of reading and spelling in different orthographic systems.

show abstract

Section: How Do Individual Differences Affect Reading?supporting

confidence: 77%

Section: Relations Between Word Identification Styles and Spellingmentioning

confidence: 99%

Section: The Aims Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way?

Eme

Golder

2005

Read Writ

View full text Add to dashboard Cite

show abstract

“…In 1971, Boder identified three groups ofdyslexics: dysphonetic dyslexics (the largest group), who had great difficulty in applying grapheme-phoneme correspondence rules, and thus in reading nonwords; dyseidetic dyslexics, who could sound out words phonemically, but had great difficulty reading irregular words correctly; and a mixed dysphonetic--dyseidetic group. Some investigators have identified groups that are similar to one or more ofBoder's three groups (e.g., Freebody & Byrne, 1988;Johnson & Myklebust, 1967;Lyon, 1985;Satz & Morris, 1981). More recently, Castles and Coltheart (1993) have suggested that at least two varieties of developmental dyslexia can be identified and that these correspond approximately to the phonological and surface varieties identified in acquired dyslexia.…”

Section: A Note On Sampling Heterogeneitymentioning

confidence: 99%

The evidence for a temporal processing deficit linked to dyslexia: A review

1995

View full text Add to dashboard Cite

“…Several studies in English have suggested that a necessary skill to be mastered in learning to read in the early grades is decoding (Byrne, Freebody, & Gates, 1992;Das, Mishra, & Kirby, 1994;Freebody & Byrne, 1988;Frith, 1992). Decoding typically refers to the application of the letter-sound correspondences taught in phonics.…”

Section: Introductionmentioning

confidence: 99%

Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches in Greek

Papadopoulos

2001

Eur J Psychol Educ

View full text Add to dashboard Cite

This study examined whether phonological and cognitive tasks correlate with beginning reading acquisition in Hellenic populations under two different instructional approaches: a whole language approach supplemented by implicit coding instruction through incidental learning, as used in Cyprus, versus the syllable-splitting approach characterised by explicit decoding instruction, as used in Greece. Planning, attention, simultaneous, and successive processing tasks together with three phonological coding tasks (Oddity task, Phoneme Elision, and Sound Isolation) were administered to 50 Greek and 50 Cypriot Grade I students. Word Attack and Word Identification were also administered to measure early reading competency. The main findings of the study were as follows: (a) significant group differences were revealed in word-decoding accuracy but not in realword reading accuracy, an expected finding in a system characterised by high grapheme-phoneme consistency; (b) successive processing and phonological coding consisted of the fundamental abilities that differentiated the Greek from the Cypriot first-graders; and (c) the Greek group exhibited a higher linguistic ability than the Cypriot group. This was facilitated by the use of the distal cognitive processes to reading, that is, successive and simultaneous processing. The discussion focuses on the need to reconsider the nature of early reading instruction in languages such as Greek with high grapheme-phoneme consistency.

show abstract

Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness

Cited by 70 publications

References 3 publications

Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way?

Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way?

The evidence for a temporal processing deficit linked to dyslexia: A review

Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches in Greek

Contact Info

Product

Resources

About