Learning to read: an unnatural act
@article{Gough1980LearningTR, title={Learning to read: an unnatural act}, author={Philip B. Gough and Michael L. Hillinger}, journal={Bulletin of the Orton Society}, year={1980}, volume={30}, pages={179-196} }
The six-year-old's sight is as good as the adult's (Amigo 1972), and his hearing is nearly so (Elliott and Katz 1980). The child has an excellent memory (Mandler, in press), and his learning ability is remarkable. Even a conservative estimate of the size of his vocabulary will show that he must have learned, on average, more than four new words every day since his first birthday (Carey 1978). He has already learned to speak and understand his native language with remarkable fluency. The average…
517 Citations
Introduction to the special issue on cognitive science of text
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- 2009
How children learn to read and why they fail
- Education, LinguisticsAnnals of dyslexia
- 1996
It is argued that the comprehension aspect of reading depends on those same—natural—forces that govern acquisition of spoken language, whereas decoding depends on explicit tutelage, with little evidence that children will induce the cipher from simple exposure to written words and their pronunciations.
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In recent years two radically different views have dominated discussions about the way in which children learn to read and write. The first view is that the crucial hurdle in learning to read is the…
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any first graders appear to make discoveries about words and learn to read without explicit instruction. Being read to, reading and rereading favorite books, inventing spellings, and composing text…
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Most theories of reading development claim that young children are logographic, or prealphabetic, readers, unable to take advantage of the systematic links between spellings and sounds that exist in…
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