Stuart, M;
(2006)
Learning to read: developing processes for recognizing, understanding and pronouncing written words.
London Review of Education
, 4
(1)
pp. 19-29.
10.1080/13603110600574330.
Preview |
Text
Stuart_2006 London Review of Education learning to read 2006.pdf Download (66kB) | Preview |
Abstract
Major theories of how skilled readers recognize, understand and pronounce written words include processes for phonological recoding (i.e., translating segments of print to their corresponding segments of sound) and processes by which direct access is achieved from printed words to their meanings. If these are the processes employed in skilled reading, then these are the processes which children learning to read must develop in order to become skilled readers. This paper reviews experimental findings relevant to the development of both sets of processes in beginning and early readers.
| Type: | Article |
|---|---|
| Title: | Learning to read: developing processes for recognizing, understanding and pronouncing written words |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13603110600574330 |
| Publisher version: | http://dx.doi.org/10.1080/13603110600574330 |
| Language: | English |
| Additional information: | Copyright © 2006 Institute of Education, University College London. This is an Open Access article. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1506983 |
Archive Staff Only
 |
View Item |
