Stages of Reading Acquisition: Importance of Phonological Processing

Lee, Yoonhyoung (이윤형); Chang Hoan Lee (이창환)

Stages of Reading Acquisition: Importance of Phonological Processing

인문논총
2016, 39(), pp.73-86
Publisher : Institute for Human studies, Kyungnam University
Research Area : Humanities > Other Humanities
Published : February 28, 2016

Lee, Yoonhyoung ¹, Chang Hoan Lee ²

¹영남대학교
²서강대학교

Accredited

ABSTRACT

A brief review has been conducted about the important stages of child reading acquisition. In this review, we explained supporting evidences that automatic reading ability, the ability to match letters to phonemes implicitly, is the key cognitive ability that the child needs in order to acquire reading ability. We also explained phonemic awareness and parent reading are two necessary variables for acquiring the automatic reading ability. The relationship between the presence of phonological recoding in adult word recognition and the phonemic awareness in childhood was also discussed. Finally, the implication of the such idea on Korean reading acquisition and English learning as a second language were mentioned.

KEYWORDS

reading acquisition, phonological processing, automatic reading ability, phonemic awareness, parental reading

Citation status

* References for papers published after 2023 are currently being built.

[journal] Adolf, S. M. / 2006 / Should the simple view of reading include a fluency com ponent? / Reading and Writing 19 : 933~958

[journal] Ball, E. W. / 1991 / Does phonemic awareness training in kindergarten make a difference in early word recognition and developmental spelling? / Reading Research Quarterly 24 : 49~66

[journal] Byrne, B. / 1991 / Evaluation of a program to teach phonemic awareness to young children / Journal of Educational Psychology 83 : 451~455

[book] Coltheart, M. / 1978 / Strategies of Information Processing / Academic Press : 151~216

[journal] Coltheart, M. / 1993 / Models of Reading aloud : Dual-route and paral lel-distributed-processing approaches / Psychological Review 100 : 589~608

[journal] Ehri, L. C. / 2001 / Phonemic awareness instruction helps children learn to read : Evidence from the national reading panel’s meta analysis / Reading Research Quarterly 36 : 250~287

[journal] Frost, R. / 1998 / Toward a strong phonological theory of visual word recognition : True issues and false trails / Psychological Bulletin 123 : 71~99

[book] Gough, P. B. / 1983 / Eye Movements in Reading: Perceptual and Language Processes / Academic Press : 203~211

[book] Gough, P. B. / 1991 / Learning to Read. Hillsdale / Lawrence Erlbaum Associates : 47~56

[journal] Hoover, W. / 1990 / The simple view of reading / Reading and Writing : An Interdisciplinary Journal 2 : 127~160

[journal] Huebner, C. E. / 2005 / Intervention to change parent-child reading style : A comparison of instructional methods / Journal of Applied Developmental Psychology 26 : 296~313

[journal] Juel, C. / 1988 / Learning to read and write : A longitudinal study of 54 children from first through fourth grades / Journal of Educational Psychology 80 : 437~447

[journal] Juel, C. / 1986 / Acquisition of literacy : A longitudinal study of children in first and second grade / Journal of Educational Psychology 78 : 243~255

[journal] Kendeou, P. / 2010 / Revisiting the simple view of reading / British Journal of Educational Psychology 79 : 353~370

[journal] Kinoshita, S. / 2012 / Pseudohomophone priming in lexical decision is not fragile in a sparse neighborhood / Journal of Experimental Psychology: Learning, Memory, and Cognition 38 : 764~775

[journal] Kim, H. / 2001 / Phonological awareness, visual perception and reading of Hangul in preschool chil dren / The Korean Journal of Developmental Psychology 14 : 15~28

[report] Lee, C. H. / Nonselective access of spelling sound knowledge of Korean-English bilinguals

[journal] Lukatela, G. / 1993 / Similar attentional, frequency, and associative effects for pseudohomo phones and words / Journal of Experimental Psychology : Human Perception and Performance 19 : 166~178

[journal] Lukatela, G. / 1994 / Visual lexical access is initially phonological : 2. evidence from phono logical priming homophones, and pseudohomophones / Journal of Experimental Psychology : General 123 : 331~353

[journal] Lukatela, G. / 2001 / Does visual word identification involve a sub-pho nemic level? / Cognition 78 : B41~B52

[journal] Lukatela, G. / 2002 / Equal homophonic priming with words and pseudohomophones / Journal of Experimental Psychology : Human Perception and Performance 28 : 3~21

[journal] McElvany, N. / 2009 / Systematic reading training in the family : Development, implementation, and initial evaluation of the Berlin Parent―Child Reading Program / Learning and Instruction 19 : 79~95

[journal] Otto, W. / 1970 / Effect of intralist similarity on kindergarten pupils rate of word acquisition and transfer / Journal of Reading Behavior 3 : 14~19

[journal] Seidenberg, M. S. / 1989 / A distributed, developmental model of word recognition and naming / Psychological Review 96 : 523~568

[journal] Stahl, S. A. / 1994 / Defining phonological awareness and its relationship to early reading / Journal of Educational Psychology 86 : 221~234

[journal] Vandervelden, M. C. / 1995 / Phonological recoding and phonemic awareness in early literacy : A developmental approach / Reading Research Quarterly 30 : 854~875

[journal] Wijnendaele, I. V. / 2002 / Visual word recognition in bilinguals : Phonological priming form the second to the first language / Journal of Experimental Psychology : Human Perception and Performance 28 : 616~627

[journal] Ziegler, J. C. / 2005 / Reading acquisition, developmental dyslexia, and skilled reading across languages : A psycholinguistic grain size theory / Psychological Bulletin 131 : 3~29

KJCKorea
Journal Central

인문논총 2023 KCI Impact Factor : 0.42