1. Development of the Ability to read Words : Update By Linnea C. Ehri Presented by Pat Edwards & Hakim Shahid

2. Advantages of Words Words over sentences - Written words can be quickly assimilated Words over letters - Written words correspond to spoken words more than letters to phonemes.

3. Various ways to read words Sight Phonological recoding (decoding) Analogizing Processing spelling patterns Contextual guessing

4. Reading words by sight -accomplished by accessing information stored in lexicons from previous experiences with the unfamiliar word Phonological recoding -to change written information into spoken language by grapheme-phoneme correspond- dences and then searching the lexicon for meaning

5. Analogizing -utilized when unfamiliar word is encountered -Spelling pattern application -search for various letter combinations Contextual guessing -attend to the preceding text to form expectations about the unfamiliar word’s identity

6. Logographic Phase Ehri, (1987) Visual cue reading related to the word’s meaning Readers learn to read by shape Select single salient visual cues produced variable rather than exact wordings Gough & Hillinger, (1980) Paired associate learning Readers form an association between a written word and its pronunciation or meaning in memory Readers select a distinguishing visual attribute

7. Limitations Harder to remember unless practiced frequently Unsystematic and arbitrary Difficulty learning words out of context Lack any means for reading unfamiliar words accurately

8. Logographic to Alphabetic Stage readers move to the alphabetic stage once processing letter-sound relationships is mastered Logographic/Alphabetic Boundaries novices’ use of boundary letters to sight read words phonetic cue reading - using phonological cues to read printed words factors that cause transition - word similarity - trials

9. Logographic readers cannot use lexicons to read unfamiliar text Novice alphabetic readers - most of the words must be known by sight because decoding skill is absent. Advanced readers - words are read with great accuracy and little attention and effort to word processing.

10. Alphabetic Phase Readers can phonologically recode written words into pronunciations – cipher reading Two types of decoding skills MARSH (1981) Two types of decoding sequential one to one correspondence hierarchical conditional rules

11. Studies

12. Alphabetic Phase Monaghan, 1983 Recoding progresses from slow overt to covert process Cohen, 1975 Nonwords errors and word substitutions As frequent as no response errors Barr, 1972 Nonwords are temporary & decline as Decoding improves

13. Other Findings Readers use rules unconsciously and implicitly Rules have limited utility Decoding is executed too rapidly to be mediated by application of letter-sound rules Spelling benefits word reading by strengthening phonetic cue reading

14. Orthographic phase readers use grapheme-phoneme and orthographic knowledge to read words Orthographic knowledge increases in readers as they phonologically recode different words with the same patterns while storing similarly spelled words in their memory Orthographic structure statistical redundancy rule-governed regularity

15. Reading Words by Analogy: Alphabetic or Orthographic Phase? Shift from decoding to analogizing Analogizing emerges early in the alphabetic phase Using known key words to read new words improved Unfamiliar words read by analogy can happen by: - analogy to a single known word - analogy to several known words sharing a spelling pattern - application of a generalized spelling pattern

16. Timeline for Normally Developing Readers Logographic readers - preschool Novice alphabetic readers - prior to and at start of formal instruction - know letter shapes and sounds Mature alphabetic readers - 1st or 2nd year of instruction - know alphabetic system and have decoding skills Orthographic readers - 2nd or 3rd year of instruction - operating with spelling patterns