Learning to read: Difference between revisions

Revision as of 14:28, 27 December 2020

Revision as of 15:31, 28 December 2020

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'''Rapid automatized naming'''

[[Rapid automatized naming]], the ability to say quickly the names of letters, objects and colors, predicts an individual's ability to read. This might be linked to the importance of quick retrieval of [[phonological]] representations from [[long-term memory]] in reading and the importance of object-naming circuits in the left [[cerebral hemisphere]] that are recruited to underpin a learner's word-recognition abilities.<ref name="Lervåg"/><ref name="Denckla MB 1974"/>

'''Orthography'''

[[Orthography]] describes or defines the set of symbols used in a language, and the rules about how to write these symbols. Orthographic Development proceeds in increasing complexity as a person learns to read. Some of the first things to be learnt are the orthographic conventions such as the direction of reading and that there are differing typefaces and capitalization for each symbol. In general, this means that to read proficiently, the reader has to understand elements of a written language.

'''Practice'''

Repeated exposure to print improves many aspects of learning to read and most importantly the knowledge of individual words. It increases the speed at which high frequency words are recognized which allows for increased [[fluency]] in reading. It also supports orthographic development, [[reading comprehension]] and [[vocabulary]] development. Research suggests there is value in reading words both in isolation and in context. Reading words in isolation promotes faster reading times and better memory for spellings; whereas, reading words in context improves semantic knowledge and comprehension.<ref> {{cite document|url=https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.334|title=The Science of Learning to Read Words: A Case for Systematic Phonics Instruction, Linnea C. Ehri, 2020-08-30, doi.org/10.1002/rrq.334|doi=10.1002/rrq.334}}</ref>