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<!DOCTYPE html><html><head><title>Contemporary Perspectives on Reading and Spelling - Google Books</title><link rel="stylesheet" href="/books/css/_a33f2a89320471e58c940b9287b9d4eb/kl_viewport_kennedy_full_bundle.css" type="text/css" /><link rel="stylesheet"href="https://fonts.googleapis.com/css2?family=Product+Sans:wght@400"><script src="/books/javascript/v2_a33f2a89320471e58c940b9287b9d4eb__en.js"></script><script>_OC_Hooks = ["_OC_Page", "_OC_SearchReload", "_OC_TocReload", "_OC_EmptyFunc", "_OC_SearchPage", "_OC_QuotePage" ];for (var _OC_i = 0; _OC_i < _OC_Hooks.length; _OC_i++) {eval("var " + _OC_Hooks[_OC_i] + ";");}function _OC_InitHooks () {for (var i = 0; i < _OC_Hooks.length; i++) {var func = arguments[i];eval( _OC_Hooks[i] + " = func;");}}</script><link rel="canonical" href="https://books.google.com/books/about/Contemporary_Perspectives_on_Reading_and.html?id=z6d5AgAAQBAJ"/><meta property="og:url" content="https://books.google.com/books/about/Contemporary_Perspectives_on_Reading_and.html?id=z6d5AgAAQBAJ"/><meta name="title" content="Contemporary Perspectives on Reading and Spelling"/><meta name="description" content="With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling.This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills.Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills."/><meta property="og:title" content="Contemporary Perspectives on Reading and Spelling"/><meta property="og:type" content="book"/><meta property="og:site_name" content="Google Books"/><meta property="og:image" content="https://books.google.com.sg/books/publisher/content?id=z6d5AgAAQBAJ&printsec=frontcover&img=1&zoom=1&edge=curl&imgtk=AFLRE73tDCEz97Je3VasIbEMBtEBE6fFvYt2tmMAGBrkUeRo48JrWv8IDQ_rHLYR0NMuZWYyuIrA7_18L2VU-AOG90HQ1RWheAuBUbSindCGD9MmVhTciShkKQtjCcEww4U5YCs3I8a-"/><link rel="image_src" href="https://books.google.com.sg/books/publisher/content?id=z6d5AgAAQBAJ&printsec=frontcover&img=1&zoom=1&edge=curl&imgtk=AFLRE73tDCEz97Je3VasIbEMBtEBE6fFvYt2tmMAGBrkUeRo48JrWv8IDQ_rHLYR0NMuZWYyuIrA7_18L2VU-AOG90HQ1RWheAuBUbSindCGD9MmVhTciShkKQtjCcEww4U5YCs3I8a-"/><script></script><style>#gbar,#guser{font-size:13px;padding-top:1px !important;}#gbar{height:22px}#guser{padding-bottom:7px !important;text-align:right}.gbh,.gbd{border-top:1px solid #c9d7f1;font-size:1px}.gbh{height:0;position:absolute;top:24px;width:100%}@media all{.gb1{height:22px;margin-right:.5em;vertical-align:top}#gbar{float:left}}a.gb1,a.gb4{text-decoration:underline !important}a.gb1,a.gb4{color:#00c !important}.gbi .gb4{color:#dd8e27 !important}.gbf .gb4{color:#900 !important} #gbar { padding:.3em .6em !important;}</style></head><body class=""><div id=gbar><nobr><a target=_blank class=gb1 href="https://www.google.com.sg/search?tab=pw">Search</a> <a target=_blank class=gb1 href="https://www.google.com.sg/imghp?hl=en&tab=pi">Images</a> <a target=_blank class=gb1 href="https://maps.google.com.sg/maps?hl=en&tab=pl">Maps</a> <a target=_blank class=gb1 href="https://play.google.com/?hl=en&tab=p8">Play</a> <a target=_blank class=gb1 href="https://www.youtube.com/?tab=p1">YouTube</a> <a target=_blank class=gb1 href="https://news.google.com/?tab=pn">News</a> <a target=_blank class=gb1 href="https://mail.google.com/mail/?tab=pm">Gmail</a> <a target=_blank class=gb1 href="https://drive.google.com/?tab=po">Drive</a> <a target=_blank class=gb1 style="text-decoration:none" href="https://www.google.com.sg/intl/en/about/products?tab=ph"><u>More</u> »</a></nobr></div><div id=guser width=100%><nobr><span id=gbn class=gbi></span><span id=gbf class=gbf></span><span id=gbe></span><a target=_top id=gb_70 href="https://www.google.com/accounts/Login?service=print&continue=https://books.google.com.sg/books%3Fid%3Dz6d5AgAAQBAJ%26q%3Dvocabulary%26source%3Dgbs_word_cloud_r%26hl%3Den&hl=en&ec=GAZACg" class=gb4>Sign in</a></nobr></div><div class=gbh style=left:0></div><div class=gbh style=right:0></div><div role="alert" style="position: absolute; left: 0; right: 0;"><a href="https://books.google.com.sg/books?id=z6d5AgAAQBAJ&q=vocabulary&source=gbs_word_cloud_r&hl=en&output=html_text" title="Screen reader users: click this link for accessible mode. 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href=\"https://books.google.com.sg/url?id=z6d5AgAAQBAJ\u0026pg=PA30\u0026q=http://www.routledge.com\u0026linkid=1\u0026usg=AOvVaw3SVn4_Z2bEXpl4QIA3PAm7\u0026source=gbs_pub_info_r\"\u003eRoutledge\u003c/a\u003e","is_ebook":false,"volumeresult":{"has_flowing_text":false,"has_scanned_text":true,"can_download_pdf":false,"can_download_epub":false,"is_pdf_drm_enabled":false,"is_epub_drm_enabled":false},"publisher":"Routledge","publication_date":"2009.09.10","subject":"Education","num_pages":304,"sample_url":"https://play.google.com/books/reader?id=z6d5AgAAQBAJ\u0026source=gbs_vpt_hover","synposis":"With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling.This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills.Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.","my_library_url":"https://www.google.com/accounts/Login?service=print\u0026continue=https://books.google.com.sg/books%3Fop%3Dlibrary\u0026hl=en","is_magazine":false,"is_public_domain":false,"last_page":{"pid":"PA292","order":304,"title":"292"}},{"enableUserFeedbackUI":true,"pseudocontinuous":true,"is_cobrand":false,"sign_in_url":"https://www.google.com/accounts/Login?service=print\u0026continue=https://books.google.com.sg/books%3Fid%3Dz6d5AgAAQBAJ%26q%3Dvocabulary%26source%3Dgbs_word_cloud_r%26hl%3Den\u0026hl=en","isEntityPageViewport":false,"showViewportOnboarding":false,"showViewportPlainTextOnboarding":false},{"page":[{"pid":"PA30","flags":8,"order":42,"vq":"vocabulary"}]},null,{"number_of_results":89,"search_results":[{"page_id":"PR5","page_number":"v","snippet_text":"... SARAH CRITTEN AND KAREN J. PINE 7 What spelling errors have to tell about \u003cb\u003evocabulary\u003c/b\u003e learning RUTH H. BAHR , ELAINE R. SILLIMAN AND VIRGINIA BERNINGER 76 22 92 109 PART 2 Reading and spelling across languages 131 8 Reading Contents.","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PR5\u0026vq=vocabulary"},{"page_id":"PR7","page_number":"vii","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e growth 18 1.2 Pathway 2: speech rhythm sensitivity contributes to speech rhythm via onset-rime awareness 18 1.3 Pathway 3: speech rhythm sensitivity contributes to reading by facilitating phoneme identification in speech 19\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PR7\u0026vq=vocabulary"},{"page_id":"PR8","page_number":"viii","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e scores of the children considered in the present study 175 11.1 Mean number of trials used by English ... \u003cb\u003evocabulary\u003c/b\u003e knowledge, mean reading age, letter sound knowledge, and phoneme segmentation, Study 2 13.2 Mean\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PR8\u0026vq=vocabulary"},{"page_id":"PR9","page_number":"ix","snippet_text":"Clare Wood, Vincent Connelly. 13.3 Mean chronological age, \u003cb\u003evocabulary\u003c/b\u003e knowledge, reading age, spelling age, letter sound knowledge, phoneme segmentation, and nonword reading, Study 3 13.4 Mean % correct on analogy reading task and\u0026nbsp;..."},{"page_id":"PA9","page_number":"9","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e were controlled . Since the publication of Wood and Terrell ( 1998 ) there has been increased interest in the possible contribution of prosodic processing to reading acquisition and pho- nological decoding . It should be\u0026nbsp;..."},{"page_id":"PA11","page_number":"11","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e had been accounted for, which suggests that sensitivity to speech rhythm and the associated auditory characteristics may be related to phonological awareness and subsequent reading development. These findings have been\u0026nbsp;..."},{"page_id":"PA13","page_number":"13","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and phonological awareness. It was found that stress sensitivity was able to account for unique variance in reading, which adds weight to the developing argument that speech rhythm sensitivity (stress sensitivity in parti\u0026nbsp;..."},{"page_id":"PA14","page_number":"14","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e. On the basis of these findings, Goswami (2002) argued that beat detection may underlie the development of phonological awareness. Wood (2006) revisited the data from Wood and Terrell\u0026#39;s (1998) study to investi- gate whether\u0026nbsp;..."},{"page_id":"PA15","page_number":"15","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e devel- opment . In this case , one might expect that difficulties processing speech rhythm would be apparent in language acquisition processes . The previously cited study by de Bree et al . ( 2006 ) supports this , as Dutch\u0026nbsp;..."},{"page_id":"PA18","page_number":"18","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e development . \u003cb\u003eVocabulary\u003c/b\u003e development , it has been suggested , in turn contributes to phonological awareness development via the Lexical Restructur- ing Hypothesis ( Metsala \u0026amp; Walley , 1998 ) . The development of phonological\u0026nbsp;..."},{"page_id":"PA19","page_number":"19","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e development and phonological awareness ( see Figure 1.4 ) . It is possible that this additional variance could be accounted for by the well - documented contribution of prosodic factors to reading comprehension and fluency\u0026nbsp;..."},{"page_id":"PA20","page_number":"20","snippet_text":"... and Terrell (1998) pre- dicted 16 per cent of variance in morphological awareness after controlling for \u003cb\u003evocabulary\u003c/b\u003e, non-verbal intelligence, memory and phonemic awareness. They also found 20 Wood, Wade-Woolley and Holliman."},{"page_id":"PA21","page_number":"21","snippet_text":"Clare Wood, Vincent Connelly. \u003cb\u003evocabulary\u003c/b\u003e, non-verbal intelligence, memory and phonemic awareness. They also found zero-order correlations between prosodic sensitivity and various reading measures ranging from 0.39 to 0.46. Once\u0026nbsp;..."},{"page_id":"PA22","page_number":"22","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e growth and the segmental restructuring of lexical representations : Precursors to phonemic awareness and early reading ability \u0026#39; . In J.L. Metsala \u0026amp; L.C. Ehri ( eds ) , Word recognition in beginning literacy ( pp . 89-120 )\u0026nbsp;..."},{"page_id":"PA30","page_number":"30","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e threshold, triggering finer- grain phonological encoding. The idea that \u003cb\u003evocabulary\u003c/b\u003e growth drives phonological representation specificity is also central to the Lexical Restructuring Theory (Metsala \u0026amp; Walley, 1998; Walley\u0026nbsp;..."},{"page_id":"PA35","page_number":"35","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e). Rise time categorization also accounted for unique variance in each of the core triad of phonological proces- sing tasks known to be compromised in dyslexia: phonological short-term memory, rapid automatized naming and\u0026nbsp;..."},{"page_id":"PA39","page_number":"39","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e growth and the segmental restructuring of lexical representations : precursors to phonemic awareness and early reading ability . Mahwah , NJ : LEA . Mody , M. , Studdert - Kennedy , M. , \u0026amp; Brady , S. ( 1997 ) . \u0026#39; Speech\u0026nbsp;..."},{"page_id":"PA41","page_number":"41","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e development in children\u0026#39;s spoken word recognition and segmentation ability \u0026#39; . Developmental Review , 13 , 286–350 . Werker , J.F. , Fennell , C.T. , Corcoran , K.M. , \u0026amp; Stager , C.L. ( 2002 ) . \u0026#39; Infants \u0026#39; ability to learn\u0026nbsp;..."},{"page_id":"PA44","page_number":"44","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e skills ( Duncan et al . , 2007 ) . The study was based on lists prepared by Goswami et al . ( 1998 ) for their study of analogy use . The original sets of monosyllables and initial stress disyllables were used with some minor\u0026nbsp;..."},{"page_id":"PA48","page_number":"48","snippet_text":"... \u003cb\u003eVocabulary\u003c/b\u003e Scale scores were 104 (SD = respectively. 15) and 108 (SD = 12), Nonwords with high or low frequency superrimes were constructed by substituting the onsets of initial stress disyllabic words with a large or small number of\u0026nbsp;..."},{"page_id":"PA50","page_number":"50","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e size and, as a result, requires time to develop (see also Duncan et al., 2000). Sets of disyllabic words sharing a superrime are likely to occur with lower frequency than sets of rhyming monosyllables given the inverse\u0026nbsp;..."},{"page_id":"PA60","page_number":"60","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge is another potential source of poor text comprehension. Good and poor comprehenders have been found to differ on measures of \u003cb\u003evocabulary\u003c/b\u003e knowledge (Nation \u0026amp; Snowling, 1998b). How- ever, it is also possible to\u0026nbsp;..."},{"page_id":"PA61","page_number":"61","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e 37.2 37.4 34.2 Word reading 7,9 7,11 6,8 accuracy in context Reading comprehension 6,7 8,1 6,8 pronoun in order to integrate sentences such as , \u0026#39;. Note . Where appropriate , ages are given as years , months . Maximum score\u0026nbsp;..."},{"page_id":"PA65","page_number":"65","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e or back- ground knowledge. Poor comprehenders fail to make inferences, such as inferring that a bike was ridden if a child pedalled home, even though they know they know that bikes are pedalled (Cain \u0026amp; Oakhill, 1999). With\u0026nbsp;..."},{"page_id":"PA67","page_number":"67","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e or inference skills. Colleagues and I used this control procedure in an analysis of a longitudinal study of children\u0026#39;s reading comprehension development from 8 to 11 years (Oakhill \u0026amp; Cain, under review). Similar to de Jong\u0026nbsp;..."},{"page_id":"PA68","page_number":"68","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge (see Figure 4.2). Thus, although basic word level and language skills are obviously important to comprehension and its development, other skills that aid the construction of meaning have a considerable influence\u0026nbsp;..."},{"page_id":"PA69","page_number":"69","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e, word reading, and verbal IQ. These data strongly suggest that comprehension failure can arise for a variety of reasons and that the skills that aid the construction of meaning are fundamental to successful comprehension\u0026nbsp;..."},{"page_id":"PA70","page_number":"70","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e, and other information that can be learned through text, over time, rela- tive to good comprehenders. There is some evidence that good and poor comprehenders differ in their out-of-school literacy (Cain, 1996), although group\u0026nbsp;..."},{"page_id":"PA71","page_number":"71","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e learning from text for young readers ( e.g. Cain et al . , 2004 ; Cain et al . , 2003 ) . One possibility is that poor comprehenders , who generally have poor inference skills , may suffer from slow \u003cb\u003evocabulary\u003c/b\u003e growth . In a\u0026nbsp;..."},{"page_id":"PA72","page_number":"72","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e from text ( e.g. Kintsch , 1998 ) . Thus , poor comprehension may lead to restricted growth in knowledge , which may adversely affect future comprehension . When we consider the product of our research efforts to date , it is\u0026nbsp;..."},{"page_id":"PA73","page_number":"73","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge , and memory capacity \u0026#39; . Journal of Educational Psychology , 96 , 671–681 . Cain , K. , Patson , N. , \u0026amp; Andrews , L. ( 2005 ) . \u0026#39; Age- and ability - related differences in young readers \u0026#39; use of conjunctions\u0026nbsp;..."},{"page_id":"PA88","page_number":"88","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e \u0026#39; . The Reading Teacher , 52 , 222-242 . Beers , C.S. , \u0026amp; Beers , J.W. ( 1992 ) . \u0026#39; Children\u0026#39;s spelling of English inflectional morphol- ogy \u0026#39; . In S. Templeton \u0026amp; D.R. Bear ( eds ) , Development of orthographic knowledge and\u0026nbsp;..."},{"page_id":"PA93","page_number":"93","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e. Accordingly, children are unable to apply phonological knowledge to decipher a word or spell it. Treiman \u0026amp; Broderick (1998) showed that even when young children are able to write their names they cannot always name the\u0026nbsp;..."},{"page_id":"PA106","page_number":"106","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e , and spelling instruction . Upper Saddle River , NJ : Prentice Hall . Caravolas , M. , Hulme , C. \u0026amp; Snowling , M.J. ( 2001 ) The foundations of spelling ability : Evidence from a 3 - year longitudial study \u0026#39; . Journal of\u0026nbsp;..."},{"page_id":"PA108","page_number":"108","snippet_text":"... \u0026amp; Boada , R. ( 2008 ) . \u0026#39; Which children benefit from letter names in learning letter sounds ? \u0026#39; Cognition , 106 , 1322–38 . Chapter 7 What spelling errors have to tell about \u003cb\u003evocabulary\u003c/b\u003e 108 Sarah Critten and Karen J. Pine."},{"page_id":"PA109","page_number":"109","snippet_text":"Clare Wood, Vincent Connelly. Chapter 7 What spelling errors have to tell about \u003cb\u003evocabulary\u003c/b\u003e learning Ruth H. Bahr , Elaine R. Silliman and Virginia Berninger Introduction : what spelling errors have to tell about \u003cb\u003evocabulary\u003c/b\u003e learning For\u0026nbsp;..."},{"page_id":"PA111","page_number":"111","snippet_text":"... ( Hen- derson , 1990 ) , which first emerged over 25 years ago as a descriptive account of qualitative changes in spelling development (Gentry, 1982). The stage perspective Spelling errors and \u003cb\u003evocabulary\u003c/b\u003e learning III |||"},{"page_id":"PA113","page_number":"113","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge ( Berninger \u0026amp; Fayol , 2008 ) : ( a ) Horizontal processing occurs within spoken words in one of two ways . Phonotactic structure is abstracted statistically about probable positions and sequences of specific sounds\u0026nbsp;..."},{"page_id":"PA114","page_number":"114","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge , which may include a rich array of cognitive representations ( Stahl \u0026amp; Nagy , 2006 ) . Spelling is not a mechanical skill but rather a fundamental writing process for translating cognitive representations into\u0026nbsp;..."},{"page_id":"PA115","page_number":"115","snippet_text":"... early model is based on a richer conceptualization of the phonological , orthographic , and morphological variables contributing to spelling early and throughout spelling development. Spelling errors and \u003cb\u003evocabulary\u003c/b\u003e learning 115."},{"page_id":"PA117","page_number":"117","snippet_text":"... grapheme correspondence , graphemic rules , and positional constraints . Consistent with Bear et al . ( 2004 ) and Ganske (2000), Apel et al. (2004) described orthographic development within Spelling errors and \u003cb\u003evocabulary\u003c/b\u003e learning 117."},{"page_id":"PA119","page_number":"119","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e contributed uniquely to spelling accuracy in grades 1 to 6 ( Berninger et al . , 1992 ) . The current investigations involved an in- depth analysis of the errors produced by these students . Students were selected from seven\u0026nbsp;..."},{"page_id":"PA120","page_number":"120","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e continues to expand , other types of words become available ( Carlisle , 2000 ) , which may involve more complex derivations involving orthographic Table 7.2 The most frequently occurring linguistic error patterns across 120\u0026nbsp;..."},{"page_id":"PA121","page_number":"121","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e depth. In other words, the student\u0026#39;s ability to spell vegetarian is facilitated by his/her knowledge of the spelling of the root word and his/her understanding of suffix spellings. An increasing number of combination errors\u0026nbsp;..."},{"page_id":"PA123","page_number":"123","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and may also be a mechanism applied to learning to spell spoken words. The fast mapping process can explain why many children can spell words correctly that adults do not explicitly teach. Support for the influence of fast\u0026nbsp;..."},{"page_id":"PA124","page_number":"124","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e acquisition (Stahl \u0026amp; Nagy, 2006) and the quality of written compositions in the primary and intermediate grades (Berninger et al., 2008a). Notes 1 For an alternative, based on Venezky (1999) in which the alternations are\u0026nbsp;..."},{"page_id":"PA125","page_number":"125","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e , and spelling instruction ( 3rd edn ) . Upper Saddle River , NJ : Pearson . Berninger , V. ( 1989 ) . \u0026#39; Orchestration of multiple codes in developing readers : An alternative model of lexical access \u0026#39; . International Journal\u0026nbsp;..."},{"page_id":"PA126","page_number":"126","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e learning \u0026#39; . In A.Y. Durgunoglu ( ed . ) , Language learners : Their development and assessment in oral and written language . New York : Guilford . Bruck , M. , \u0026amp; Waters , G. ( 1988 ) . \u0026#39; An analysis of spelling errors of\u0026nbsp;..."},{"page_id":"PA127","page_number":"127","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e - comprehension connec- tion \u0026#39; . In R.K. Wagner , A.E. Muse \u0026amp; K.R. Tannenbaum ( eds ) , \u003cb\u003eVocabulary\u003c/b\u003e acquisition : Implications for reading comprehension ( pp . 52-77 ) . New York : Guilford . Nagy , W. , Berninger , V.W.\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA127\u0026vq=vocabulary"},{"page_id":"PA129","page_number":"129","snippet_text":"... orthography. New York: Guilford. Wilde, S. (1990). \u0026#39;Spelling textbooks: A critical review\u0026#39;. Linguistics and Education, 2, 259-280. Part 2 Reading and spelling across languages Chapter 8 Reading Spelling errors and \u003cb\u003evocabulary\u003c/b\u003e learning 129."},{"page_id":"PA135","page_number":"135","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e , morphosyntactic skills ) , visual processing , and cognitive skills ( Burt , 2006 ; Cunningham , 2006 ; Hagiliassis et al . , 2006 ) . Operationalisation of orthographic processing independent of phonological pro- cessing\u0026nbsp;..."},{"page_id":"PA141","page_number":"141","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e, and verbal short-term memory. Numerous studies based on typical populations have consistently reported reliable concurrent relationships between phonological awareness and literacy skills in transparent systems among younger\u0026nbsp;..."},{"page_id":"PA142","page_number":"142","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and short - term memory , phonological awareness made unique contributions to concurrent measures of both reading and spelling at each of the five primary grade levels ( mean age ranged between 6.6 and 10.3 years )\u0026nbsp;..."},{"page_id":"PA175","page_number":"175","snippet_text":"Clare Wood, Vincent Connelly. Table 10.1 Age and \u003cb\u003evocabulary\u003c/b\u003e scores (standard deviations) of the children considered in the present study. FM DfB DM FdB Mean age 7,7 7,8 7,11 7,9 Minimum 7,5 7,5 7,3 7,3 Maximum 8,5 8,1 8,2 8,5 \u003cb\u003eVocabulary\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA187","page_number":"187","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e. Differentiating between these latter two strategies is difficult given the need to be able to identify the presence of a hypothes- ised word underlying the children\u0026#39;s guessing, and a broader classification of the approaches\u0026nbsp;..."},{"page_id":"PA188","page_number":"188","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e, and few limits to the choice of words except the word length. Asking children to justify their choices of letters during the game, as well as counting the trials they take to complete it allow us to investigate children\u0026#39;s\u0026nbsp;..."},{"page_id":"PA189","page_number":"189","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e. All words were of either four or five letters. All four-letter words were monosyllabic, following the common CVCC, CVCV or CCVC patterns (e.g. band, hand, lock, sock, flag, cake). The five-letter words were either mono\u0026nbsp;..."},{"page_id":"PA191","page_number":"191","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e may simply be too heavy for this to be feasible . It is easier to draw on the alphabet - which after all has only 26 letters as opposed to the 20,000 - strong traditional \u003cb\u003evocabulary\u003c/b\u003e of Shakespeare\u0026#39;s English . If the game\u0026nbsp;..."},{"page_id":"PA195","page_number":"195","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and proposing possible words to fit the \u0026#39; Hangman \u0026#39; pattern . An increase in the number of letters in the word ( e.g. from four to five letters ) or recognition ( in the case of four - letter words ) that the word does not\u0026nbsp;..."},{"page_id":"PA197","page_number":"197","snippet_text":"... A lexical strategy allows children to retrieve a range of plausible solution words based on available information . This strategy depends mainly on children\u0026#39;s \u003cb\u003evocabulary\u003c/b\u003e . Its effectiveness relies Using spelling knowledge in a word game\u0026nbsp;..."},{"page_id":"PA198","page_number":"198","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and ease of access to that \u003cb\u003evocabulary\u003c/b\u003e . A non - lexical strategy is used selectively by children when the word appears unlikely to follow the simple CVCV pattern . However , use of a non - lexical strategy does not always\u0026nbsp;..."},{"page_id":"PA207","page_number":"207","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e size strikingly increases in a short time. In this sense, the extent to which children are aware of or manipulate different types of compounding structure might influence how children perceive and understand the meaning of\u0026nbsp;..."},{"page_id":"PA211","page_number":"211","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge and enjoyment of reading . Furthermore , parents \u0026#39; morphological emphasis with their children ( i.e. morphological awareness training ) significantly improved children\u0026#39;s character recognition . Parents \u0026#39; literacy\u0026nbsp;..."},{"page_id":"PA215","page_number":"215","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e - comprehension connec- tion \u0026#39; . In R.K. Wagner , A.E. Muse , \u0026amp; K.R. Tannenbaum ( eds ) , \u003cb\u003eVocabulary\u003c/b\u003e acquisition : Implications for reading comprehension ( pp . 52–77 ) . New York : Guilford . Nagy , W. , Kuo - Kealoha , A\u0026nbsp;..."},{"page_id":"PA224","page_number":"224","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge ( BPVS ) , reading age ( British Ability Scales ) , spelling age ( Schonell spelling test ) , letter sound knowledge , phoneme segmentation ( Yopp - Singer Test ) , and nonword reading ( standard deviations in\u0026nbsp;..."},{"page_id":"PA228","page_number":"228","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge ( BPVS ) , reading age ( British Ability Scales Word Reading test ) , spelling age ( Schonell spelling test ) , letter sound knowledge , phoneme segmentation ( Yopp - Singer Test ) , and nonword reading ( standard\u0026nbsp;..."},{"page_id":"PA233","page_number":"233","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e knowledge, word reading, reading comprehension, spelling and attitudes to reading (standard deviations in brackets), sample in England learn- ing by Progression in Phonics compared with Clackmannanshire sample, Study 4. Word\u0026nbsp;..."},{"page_id":"PA235","page_number":"235","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e tests . Bristol , England . Byrne , B. , \u0026amp; Fielding - Barnsley , R. ( 1989 ) . \u0026#39; Phonemic awareness and letter knowledge in the child\u0026#39;s acquisition of the alphabetic principle \u0026#39; . Journal of Educational Psychology , 81 , 313\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA235\u0026vq=vocabulary"},{"page_id":"PA240","page_number":"240","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e level, and time at school. Social and other educational variables were also included in the matching (See Connelly, Johnston, \u0026amp; Thompson, 1999, 2001, and Thompson, McKay, Fletcher-Flinn, Connelly, Kaa, \u0026amp; Ewing, 2008, for\u0026nbsp;..."},{"page_id":"PA243","page_number":"243","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e ( e.g. , keep , sleep , sheep ) . Nonwords with these lexical body units were compared with matched nonwords ( e.g. , teeg ) having nonlexical body units ( e.g. , eeg ) that were not shared with words of the child\u0026#39;s read- ing\u0026nbsp;..."},{"page_id":"PA247","page_number":"247","snippet_text":"... \u003cb\u003evocabularies\u003c/b\u003e were more appropriate. The result is also consistent with the use of implicit lexicalised phonological recoding and its long-term developmental continuity. This process is apparently available to some extent for all readers\u0026nbsp;..."},{"page_id":"PA250","page_number":"250","snippet_text":"... used to some extent by all normally developing children, whatever the type of instruction received. It provides a means to increase reading \u003cb\u003evocabulary\u003c/b\u003e but also has a recursive 250 Connelly, Thompson, Fletcher-Flinn and McKay."},{"page_id":"PA253","page_number":"253","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e : Evidence from 6 - and 7 - year - olds \u0026#39; , The Quarterly Journal of Experimental Psychology , 52A ( 2 ) , 353–66 . Sun , R. , Slusarz , P. , \u0026amp; Terry , C. ( 2005 ) . \u0026#39; The interaction of the explicit and implicit in skill\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA253\u0026vq=vocabulary"},{"page_id":"PA271","page_number":"271","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e, to learning the skills required to begin reading, i.e. decoding unknown words and sentences. This spans phonemic analysis (Daly et al., 2004), phonological skills development (Qi \u0026amp; O\u0026#39;Connor, 2000), social learning approaches\u0026nbsp;..."},{"page_id":"PA272","page_number":"272","snippet_text":"... progress highlighted the need for Anthony to develop a sight \u003cb\u003evocabulary\u003c/b\u003e. However, after many years of teaching and support from experienced professionals, Anthony had not begun to 272 Kieron Sheehy and Andrew J. Holliman."},{"page_id":"PA273","page_number":"273","snippet_text":"... \u003cb\u003eVocabulary\u003c/b\u003e Development Project (MVDP), 2007). Makaton symbols (Walker et al., 1985) are used in the majority of educational settings for children with SLD in the UK (Abbott, 2005) and are popular worldwide. It is now common practice for\u0026nbsp;..."},{"page_id":"PA277","page_number":"277","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and then tested them on recognition of the left or right half of the word . The findings indicated that words were identified by a selected local feature . Gates \u0026amp; Boeker ( 1923 ) came to similar conclusions after\u0026nbsp;..."},{"page_id":"PA278","page_number":"278","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and written on a flashcard . 2 This word is then discussed with the child . The aim is to elicit their personal understanding of the word and select the attribute that is most personally salient . Table 16.1 shows examples\u0026nbsp;..."},{"page_id":"PA279","page_number":"279","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e . The approach was therefore revised to include the use of words for which the child could offer a clear definition . This , albeit single , study suggested that perhaps a simple response - acquisition view of teaching word\u0026nbsp;..."},{"page_id":"PA282","page_number":"282","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e and cross-language transfer of phonemic awareness in kindergarten children\u0026#39;. Journal of Educational Research, 100, 336–346. Bastien-Toniazzo, M., \u0026amp; Jullien, S. (2001). \u0026#39;Nature and importance of the logographic phase in\u0026nbsp;..."},{"page_id":"PA284","page_number":"284","snippet_text":"... \u003cb\u003eVocabulary\u003c/b\u003e Development Project ( MVDP ) ( 2007 ) . \u0026#39; Using symbols and signs : including the word under a symbol or sign \u0026#39; . http://www.makaton.org/about/ ss_word.htm ( accessed 15 October 2008 ) . Marchbanks , G. , \u0026amp; Levin , H. ( 1965 )\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA284\u0026vq=vocabulary"},{"page_id":"PA285","page_number":"285","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e to children with develop- mental disabilities \u0026#39; . Australian and New Zealand Joumal of Developmental Disabilities , 15 , 27-39 . Torrey , J.W. ( 1979 ) . \u0026#39; Reading that comes naturally : The early reader \u0026#39; . In T.G. Walker\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA285\u0026vq=vocabulary"},{"page_id":"PA286","page_number":"286","snippet_text":"... \u003cb\u003eVocabulary\u003c/b\u003e Scale 223 , 224 , 223 Broderick , V. 93 , 97 , 152 Brown , G.D.A. 50 , 51 , 53 , 137 Bruck , M. 116 , 117 , 137 Bryant , P. 42 , 49 , 63 , 78 , 80 , 81 , 82 , 85 , 112 , 116 , 139 , 149 , 152 , 187 , 209 , 222 , 255 , 272\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA286\u0026vq=vocabulary"},{"page_id":"PA287","page_number":"287","snippet_text":"... \u003cb\u003eVocabulary\u003c/b\u003e Test 229 error detection task paradigm 63. Connectionist models of word recognition 42 , 78 , 87 Connelly , V. 240 , 241 , 242 , 246 , 248 , 249 Conners Attention Rating Questionnaire 262 Correa , J. 186 , 187 , 200 Cossu , G\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA287\u0026vq=vocabulary"},{"page_id":"PA288","page_number":"288","snippet_text":"Clare Wood, Vincent Connelly. English Picture \u003cb\u003eVocabulary\u003c/b\u003e Test 229 error detection task paradigm 63 Estonian 36 event-related potential (ERP) recording 28 Fawcett, A.J. 254, 255, 256, 257, 259, 260, 261, 262, 263 Fayol, M. 83, 110, 113\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA288\u0026vq=vocabulary"},{"page_id":"PA289","page_number":"289","snippet_text":"... \u003cb\u003eVocabulary\u003c/b\u003e Development Project ( MVDP ) 273 , 279 Mandarin 203 , 204 , 209 , 210 , 212 mapping : lexical fast 113–14 , 122–23 ; sublexical slow 114–15 Matthew Effect 70 , 71 McBride - Chang , C. 8 , 205 , 207 , 212 Mehler , J. 8 , 17\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA289\u0026vq=vocabulary"},{"page_id":"PA290","page_number":"290","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e development 18 phonological deficit hypothesis 7–8 , 254 , 255 , 260 , 266 ; and auditory perception 24–27 ; and developmental paradigms 26–27 ; problems with articulatory skills 257-58 ; as a result of other underlying\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA290\u0026vq=vocabulary"},{"page_id":"PA291","page_number":"291","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e development 14 ; and morphology 20–21 ; and phonological awareness 10 , 13 ; phrase - level sensitivity 12 ; possible model of speech rhythm and reading development 17–21 ; and reading difficulties 9 , 10–12 , 14 ; and\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA291\u0026vq=vocabulary"},{"page_id":"PA292","page_number":"292","snippet_text":"... \u003cb\u003evocabulary\u003c/b\u003e : and poor comprehenders 60 , 70 ; role in phonological representations 29 ; and speech rhythm 15 , 18 , 18 ; and spelling errors 109–11 , 123-24 ; testing children\u0026#39;s 223 , 224 , 223 , 229 ; and word - specific spelling 114\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z6d5AgAAQBAJ\u0026pg=PA292\u0026vq=vocabulary"}],"search_query_escaped":"vocabulary"},{});</script></div></div></div><script>(function() {var href = window.location.href;if (href.indexOf('?') !== -1) {var parameters = href.split('?')[1].split('&');for (var i = 0; i < parameters.length; i++) {var param = parameters[i].split('=');if (param[0] == 'focus') {var elem = document.getElementById(param[1]);if (elem) {elem.focus();}}}}})();</script>