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Learning to read: developing processes for recognizing, understanding and pronouncing written words

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. Green open access

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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
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