Word recognition in early reading: A review of the direct and indirect access hypotheses

Barron, Roderick W.

doi:10.1016/0010-0277(86)90006-5

Cited by 108 publications

(56 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A second possible outcome is that while difficulties may be experienced by less skilled readers at the encoding and recall of opaque words, for more skilled readers, opaque words may be better recalled compared to transparent words. This, as explained earlier, would be in line with a shift in using a lexical route with growing level of reading skill (Barron, 1986) and the levels of processing hypothesis (Craik & Lockhart, 1972).…”

Section: Persian Orthographymentioning

confidence: 83%

“…Furthermore, it was argued that an association is expected with respect to reading skill and memory performance for both opaque and transparent words. This was in view of a developmental model of reading in which it is argued that there is a gradual shift with increasing reading skill from reliance on graphemeto-phoneme conversions to using a lexical route (Barron, 1986). Thus, it was predicted that if a lexical route is used more by skilled readers, in line with the levels of processing hypothesis proposed by Craik and Lockhart (1972), opaque words will be recalled more than transparent words by older unimpaired participants.…”

Section: Discussionmentioning

confidence: 95%

“…This could be an indication of a shift to reading words, in particular opaque words, using a lexical (semantic) route (Barron, 1986). In line with the levels of processing hypothesis (Craik & Lockhart, 1972), one may argue that opaque words have benefited most from this shift in word encoding and being read lexically, they were recalled more.…”

Section: Number Of Words Recalledmentioning

confidence: 89%

“…This is because beginner readers have yet to establish a visual orthographic lexicon before there is a shift to reading words via a lexical route. It has, therefore, been suggested that the efficiency with which readers could generate phonology from print, and in the use of the graphemeto-phoneme conversion route, may contribute to the faster and more efficient establishment of an orthographic lexicon (see e.g., Barron, 1986). There is now reliable literature suggesting that children's efficiency in phonological processing could be a significant factor in the development of reading skill, and its inefficiency may be a contributor to developmental dyslexia (Goswami & Bryant, 1990;Snowling, 1980;Swan & Goswami, 1997).…”

Section: Reading Development and Orthographic Transparencymentioning

confidence: 99%

See 3 more Smart Citations

Spelling transparency and its impact on dyslexic and unimpaired children’s memory for words

Baluch

Danaye-Tousi

2006

Ann. of Dyslexia

View full text Add to dashboard Cite

The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). Three groups of Persian readers, namely developmental dyslexics (n=29, mean age=9.4, SD=1.4), unimpaired readers matched on age (n=49, mean age=9, SD=1.3), and reading age (n=23, mean age=7.2, SD=0.4) with the dyslexics performed on a short-term memory verbal test. The time taken to read aloud lists of words with opaque and transparent spellings, the errors made on reading the words in each list, and the number of correctly recalled words in each list was subjected to statistical analysis. The results showed that transparent words as a whole were read more accurately than opaque words. However, recall of words was best for opaque words for the older group of unimpaired readers compared to the transparent words, while the opposite was true for dyslexics and unimpaired reading age matched participants. The implications of these results are discussed.

show abstract

Section: Persian Orthographymentioning

confidence: 83%

Section: Discussionmentioning

confidence: 95%

Section: Number Of Words Recalledmentioning

confidence: 89%

Section: Reading Development and Orthographic Transparencymentioning

confidence: 99%

See 2 more Smart Citations

Spelling transparency and its impact on dyslexic and unimpaired children’s memory for words

Baluch

Danaye-Tousi

2006

Ann. of Dyslexia

View full text Add to dashboard Cite

show abstract

“…Cette reconnaissance ne serait toutefois pas globale comme le présupposaient Goodman et Smith. L'illusion de la reconnaissance globale viendrait de ce que les enfants auraient appris, comme les lecteurs adultes, à traiter les unités graphémiques en parallèle (Morais et al, dans ce numéro;Stanovich, 1991) (Barron, 1986;Doctor et Coltheart, 1980;Seidenberg, Waters, Barnes et Tannenbaum, 1984).…”

Section: L'apprentissage Du Décodage : Un Stade Obligéunclassified

Décoder pour comprendre : le modèle québécois en question

Pierre

2004

rse

View full text Add to dashboard Cite

RésuméLa recherche présentée vise à tester l’un des fondements du modèle d’enseignement de la lecture préconisé au Québec depuis 1979. Ce modèle suppose que les enfants apprennent à lire par la reconnaissance globale des mots. Des enfants de la région montréalaise ont été enregistrés à la fin de la première année, pendant qu’ils lisaient un texte à haute voix. Les résultats obtenus invalident le modèle québécois en montrant que tous les enfants utilisent des stratégies de décodage. Des différences majeures apparaissent entre les lecteurs forts qui ont automatisé les mécanismes de décodage de base et les lecteurs faibles qui affichent des retards importants. L’analyse confirme que tous les types de lecteurs sont influencés par les caractéristiques orthographiques des mots.

show abstract

Single‐word reading in college dyslexics

Watson

Brown

1992

Applied Cognitive Psychology

View full text Add to dashboard Cite

Recent studies of single-word processing in dyslexic populations have focused on the differential predictions made by 'delay' and 'deviance' models. Many experiments in this area have sought to determine whether the reading process in dyslexia is idiosyncratic or similar to processing in younger non-dyslexic readers. Most relevant research has, however, failed to take account of recent developments in theoretical models of reading. Furthermore, relatively little research has examined the reading behaviour of 'highly compensated' subjects, who achieve high-level academic qualifications despite their developmental dyslexia. The present paper examines such a population, and concludes that its single-word reading is governed by the same spelling-to-sound word characteristics as reading by other groups. The implications of the results for the deviance/delay hypothesis and for models of word naming are discussed.

show abstract

Word recognition in early reading: A review of the direct and indirect access hypotheses

Cited by 108 publications

References 41 publications

Spelling transparency and its impact on dyslexic and unimpaired children’s memory for words

Spelling transparency and its impact on dyslexic and unimpaired children’s memory for words

Décoder pour comprendre : le modèle québécois en question

Single‐word reading in college dyslexics

Contact Info

Product

Resources

About