Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-dnltx Total loading time: 0 Render date: 2024-04-25T04:46:40.598Z Has data issue: false hasContentIssue false

14 - Learning to Read English

Published online by Cambridge University Press:  02 October 2017

Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10), 1166. Serial no. 238.Google Scholar
Anthony, J. L. & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255259.Google Scholar
Beard, R. (1995). Lexeme-morpheme base morphology: A general theory of inflection and word formation. Albany, NY: SUNY Press.Google Scholar
Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150177.Google Scholar
Berninger, V. W., Abbott, R. D., Nagy, W. & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39, 141163.Google Scholar
Bloomfield, M. W. & Newmark, L. (1963). A linguistic introduction to the history of English. New York: Alfred A. Knopf.Google Scholar
Boyer, N. & Ehri, L. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15, 440470.Google Scholar
Braze, D., Tabor, W., Shankweiler, D. P. & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40, 226243.Google Scholar
Brown, R. (1973). A first language: The early stages. Oxford and Cambridge, MA: Harvard University Press.Google Scholar
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169190.Google Scholar
Carlisle, J. F. & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239253.Google Scholar
Carlisle, J. F. & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428449.Google Scholar
Carlisle, J. F., Stone, C. A. & Katz, L. A. (2001). The effect of phonological transparency on reading derived words. Annals of Dyslexia, 51, 249274.Google Scholar
Carstairs-McCarthy, A. (2002). An introduction to English morphology: Words and their structure. Edinburgh University Press.Google Scholar
Chall, J. S. (1983). Learning to read: The great debate, updated edn. New York: McGraw-Hill.Google Scholar
Connelly, V., Thompson, G. B., Fletcher-Flinn, C. M. & McKay, M. F. (2009). Does the type of reading instruction have an influence on how readers process print? In Wood, C. & Connelly, V. (Eds.), Contemporary perspectives on reading and spelling (pp. 239253). Abingdon: Routledge.Google Scholar
Deacon, S. H. & Kirby, J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223238.Google Scholar
Deacon, S. H., Whalen, R. & Kirby, J. R. (2011). Do children see the danger in dangerous? Grade 4, 6, and 8 children’s reading of morphologically complex words. Applied Psycholinguistics, 32, 467481.Google Scholar
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yghaoub-Zadeh, Z. & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel meta-analysis. Reading Research Quarterly, 36, 250287.CrossRefGoogle Scholar
Ellis, N. C. & Hooper, A. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22, 571599.Google Scholar
Fischer, F. W., Shankweiler, D. & Liberman, I. Y. (1985). Spelling proficiency and sensitivity to word structure. Journal of Memory and Language, 24, 423441.Google Scholar
Frith, U., Wimmer, H. & Landerl, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading, 2, 3154.Google Scholar
Goodman, K. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann.Google Scholar
Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443475.Google Scholar
Goswami, U. (2010). Phonological development across different languages. In Wyse, D., Andrews, R. & Hoffman, J. (Eds.), The Routledge international handbook of English, language and literacy teaching (pp. 98109). Abingdon: Routledge, Taylor & Francis Group.Google Scholar
Goswami, U., Gombert, J. E. & de Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 1952.CrossRefGoogle Scholar
Goswami, U., Porpodas, C. & Wheelwright, S. (1997). Children’s orthographic representations in English and Greek. European Journal of Psychology of Education, 12, 273292.Google Scholar
Halderman, L. K., Ashby, J. & Perfetti, C. A. (2012). Phonology: An early and integral role in identifying words. In Adelman, J. (Ed.), Visual word recognition, Vol. I: Models and methods, orthography and phonology (pp. 207228). New York: Psychology Press.Google Scholar
Hay, J. & Bauer, L. (2007). Phoneme inventory size and population size. Language, 83, 388400.CrossRefGoogle Scholar
Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127160.Google Scholar
Kelly, M. H. & Bock, J. K. (1988). Stress in time. Journal of Experimental Psychology: Human Perception and Performance, 14, 389403.Google Scholar
Kendeou, P., Savage, R. & van den Broek, P. (2009). Revisiting the simple view of reading. British Journal of Educational Psychology, 79, 353370.Google Scholar
Kessler, B. (2003). Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology, 24, 267289.Google Scholar
Kessler, B. & Treiman, R. (2001). Relationships between sounds and letters in English monosyllables. Journal of Memory and Language, 44, 592617.Google Scholar
Kuo, L. & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41, 161180.Google Scholar
Lahey, M., Liebergott, J., Chesnick, M., Menyuk, P. & Adams, J. (1992). Variability in children’s use of grammatical morphemes. Applied Psycholinguistics, 13, 373398.Google Scholar
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H. T., Lohvansuu, K., … Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686694.Google Scholar
Lavine, L. O. (1977). Differentiation of letterlike forms in prereading children. Developmental Psychology, 13, 8994.Google Scholar
Liberman, I. Y., Shankweiler, D., Fischer, F. W. & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201212.Google Scholar
McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W.-Y. & Shu, H. (2005). The role of morphological awareness in children’s vocabulary acquisition in English. Applied Psycholinguistics, 26, 415435.Google Scholar
Melby-Lervåg, M., Lyster, S. A. H. & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322352.Google Scholar
Metsala, J. L. (1999). Young children’s phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 319.CrossRefGoogle Scholar
Nagy, W., Berninger, V. W. & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134147.Google Scholar
Nation, K. & Hulme, C. (2011). Learning to read changes children’s phonological skills: Evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science, 14, 649659.Google Scholar
Nation, K. & Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67, 359370.Google Scholar
National Institute of Child Health and Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00–4754). Washington, DC: US Government Printing Office. Retrieved from www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf.Google Scholar
Patel, T. K., Snowling, M. J. & de Jong, P. (2004). A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96, 785797.Google Scholar
Perfetti, C. A. (1992). The representation problem in reading acquisition. In Gough, P. B., Ehri, L. C. & Treiman, R. (Eds.), Reading acquisition (pp. 145174). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357383.Google Scholar
Perfetti, C. A., Beck, I., Bell, L. C. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283319.Google Scholar
Perfetti, C. A., Goldman, S. R. & Hogaboam, T. W. (1979). Reading skill and the identification of words in discourse context. Memory & Cognition, 7, 273282.Google Scholar
Perfetti, C. A. & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 2237.Google Scholar
Pierrehumbert, J. B. (2003). Phonetic diversity, statistical learning, and acquisition of phonology. Language and Speech, 46, 115154.Google Scholar
Port, R. (2007). How are words stored in memory? Beyond phones and phonemes. New Ideas in Psychology, 25, 143170.Google Scholar
Powell, B. B. (2009). Writing: Theory and history of the technology of civilization. Malden, MA: Wiley Blackwell.Google Scholar
Read, C. (1975). Children’s categorization of speech sounds in English. NCTE Research Report No. 17. Urbana, IL: National Council of Teachers of English.Google Scholar
Richards, T. L., Berninger, V. W., Aylward, E. H., Richards, A. L., Thomson, J. B., Nagy, W. E., Carlisle, J. F., Dager, S. R. & Abbott, R. D. (2002). Reproducibility of proton MR spectroscopic imaging (PEPSI): Comparison of dyslexic and normal-reading children and effects of treatment on brain lactate levels during language tasks. American Journal of Neuroradiology, 23, 16781685.Google Scholar
Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L. & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96113.Google Scholar
Seymour, P. H. K., Aro, M. & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143174.Google Scholar
Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E. & Shaywitz, B. A. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6, 149156.Google Scholar
Shankweiler, D., Lundquist, E., Dreyer, L. G. & Dickinson, C. C. (1996). Reading and spelling difficulties in high school students: Causes and consequences. Reading and Writing, 8, 267294.Google Scholar
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151218.Google Scholar
Snow, C. E., Burns, M. S. & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.Google Scholar
Stockwell, R. P. & Minkova, D. (2001). English words: History and structure. Cambridge University Press.Google Scholar
Storkel, H. L. (2001). Learning new words: Phonotactic probability in language development. Journal of Speech, Language, and Hearing Research, 44, 13211337.CrossRefGoogle ScholarPubMed
Treiman, R. (1993). Beginning to spell: A study of first-grade children. New York: Oxford University Press.Google Scholar
Treiman, R., Cassar, M. & Zukowski, A. (1994). What types of linguistic information do children use in spelling? The case of flaps. Child Development, 65, 13181337.Google Scholar
Treiman, R., Gordon, J., Boada, R., Peterson, R. L. & Pennington, B. F. (2014). Statistical learning, letter reversals, and reading. Scientific Studies of Reading, 18, 383394.Google Scholar
Treiman, R., Goswami, U., Tincoff, R. & Leevers, H. (1997). Effects of dialect on American and British children’s spelling. Child Development, 68, 229245.Google Scholar
Treiman, R., Mullennix, J., Bijeljac-Babic, R. & Richmond-Welty, E. D. (1995). The special role of rimes in the description, use, and acquisition of English orthography. Journal of Experimental Psychology: General, 124, 107136.Google Scholar
Tunmer, W. E. & Chapman, J. W. (2012). The simple view of reading redux: Vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities, 45, 453466.CrossRefGoogle ScholarPubMed
Tyler, A. & Nagy, W. (1989). The acquisition of English derivational morphology. Journal of Memory and Language, 28, 649667.CrossRefGoogle Scholar
van Donselaar, W., Koster, M. & Cutler, A. (2005). Exploring the role of lexical stress in lexical recognition. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 58, 251273.Google Scholar
Venezky, R. L. (1970). The structure of English orthography. The Hague: Mouton.Google Scholar
Venezky, R. L. (1999). The American way of spelling: The structure and origins of American English orthography. New York: Guilford Press.Google Scholar
Vihman, M. & Croft, W. (2007). Phonological development: Toward a “radical” templatic phonology. Linguistics, 45, 683725.Google Scholar
Wade-Woolley, L. & Siegel, L. S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill. In Treiman, R. (Ed.), Spelling (pp.7392). Dordrecht: Kluwer Academic Publishers.Google Scholar
Wagner, E.-M., Outhwaite, B. & Beinhoff, B. (2013). Scribes as agents of language change. Studies in Language Change [SLC], Vol. 10. Berlin: De Gruyter Mouton.Google Scholar
Wagner, R. K., Herrera, S. K., Spencer, M. & Quinn, J. M. (2015). Reconsidering the simple view of reading in an intriguing case of equivalent models: Commentary on Tunmer and Chapman (2012). Journal of Learning Disabilities, 48, 115119.Google Scholar
Waters, G. S., Bruck, M. & Malus-Abramowitz, M. (1988). The role of linguistic and visual information in spelling: A developmental study. Journal of Experimental Child Psychology, 45, 400421.Google Scholar
Wimmer, H. & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91103.Google Scholar
Wolter, J. A., Wood, A. & D’zatko, K. W. (2009). The influence of morphological awareness on the literacy development of first-grade children. Language, Speech, and Hearing Services in Schools, 40, 286298.Google Scholar
Wright, D.-M. & Ehri, L. C. (2007). Beginners remember orthography when they learn to read words: The case of doubled letters. Applied Psycholinguistics, 28, 115133.Google Scholar
Wysocki, K. & Jenkins, J. R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22, 6681.Google Scholar
Zamuner, T. S., Gerken, L. & Hammond, M. (2004). Phonotactic probabilities in young children’s speech production. Journal of Child Language, 31, 515536.Google Scholar
Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 329.Google Scholar
Ziegler, J. C., Perry, C., Ma-Wyatt, A., Ladner, D. & Schulte-Körne, G. (2003). Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Psychology, 86, 169193.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×