Do Children Who Acquire Word Reading without Explicit Phonics Employ Compensatory Learning? Issues of Phonological Recoding, Lexical Orthography, and Fluency

Autor/inn/en	Thompson, G. Brian; McKay, Michael F.; Fletcher-Flinn, Claire M.; Connelly, Vincent; Kaa, Richard T.; Ewing, Jason
Titel	Do Children Who Acquire Word Reading without Explicit Phonics Employ Compensatory Learning? Issues of Phonological Recoding, Lexical Orthography, and Fluency
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 21 (2008) 5, S.505-537 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-007-9075-9
Schlagwörter	Children; Phonics; Beginning Reading; Reading Skills; Reading Fluency; Learning Strategies; Rhyme; Orthographic Symbols; Phonology; Language Processing; Reading Instruction + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Erstleseunterricht; Reading skill; Lesefertigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reim; Fonologie; Sprachverarbeitung; Leseunterricht
Abstract	Two studies were conducted across three countries to examine samples of beginning readers without systematic explicit phonics who had reached the same level of word reading accuracy as comparison samples with high and moderate explicit phonics. Had they employed any compensatory learning to reach that level? Four hypotheses of compensatory learning or performance were tested on the samples, all of which represented the lower half of the normative distribution of word reading accuracy. The two samples without explicit phonics received teaching that centered on story text reading and some receptive phonics that arose from this text reading. They did not compensate by relatively greater use of a larger psycholinguistic grain size in the form of rime units. Nor did they compensate by trading off comprehension for text word reading accuracy. In a microtraining study, they showed no compensation in proficiency of initial learning of lexical orthographic representations. For all samples, this initial learning was less effective with spelling than reading training trials. In reading text, the samples without explicit phonics did not compensate by trading off speed for accuracy, or comprehension. On the contrary, they read text faster than the explicit phonics samples. The extra classroom instruction time available to them for text reading, with the consequential extra exposure and practice of word reading, would explain this result. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10