The Limitations of Orthographic Rime Analogies in Beginners' Word Reading: A Reply to Goswami (1999)

Journal of Experimental Child Psychology

Volumn 72, Issue 3, 1999, Pages 220-231

  Bowey, Judith A ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

Analogy; Children's reading; Orthography; Phonology; Word recognition

Indexed keywords

ASSOCIATION; CHILD; CHILD DEVELOPMENT; FEMALE; HUMAN; LEARNING; LINGUISTICS; MALE; METHODOLOGY; NOTE; PHONETICS; PHYSIOLOGY; READING; RESEARCH;

ASSOCIATION LEARNING; CHILD; CHILD DEVELOPMENT; CUES; FEMALE; HUMANS; MALE; PHONETICS; PSYCHOLINGUISTICS; READING; RESEARCH; VERBAL LEARNING;

EID: 0033238157     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1998.2484     Document Type: Editorial

References (27)

1. Bowey, J. A., & Hansen, J. (1994). The development of orthographic rimes as units of word recognition. Journal of Experimental Child Psychology, 58, 465-488.
2. Bowey, J. A., & Underwood, N. (1996). Further evidence that orthographic rime usage in nonword reading increases with word-level reading proficiency. Journal of Experimental Child Psychology, 63, 526-562.
3. Bowey, J. A., Vaughan, L., & Hansen, J. (1998). Beginning readers' use of orthographic analogies in word reading. Journal of Experimental Child Psychology, 68, 108-133.
4. Bruck, M., & Treiman, R. (1992). Learning to pronounce nonwords: The limitations of analogies. Reading Research Quarterly, 27, 374-388.
5. Deavers, R. P., & Brown, G. D. A. (1997). Rules versus analogies in children's spelling: Evidence for task dependence. Reading and Writing, 9, 339-361.
6. Duncan, L. G., Seymour, P. H. K., & Hill, S. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63, 171-208.
7. Ehri, L. C., & Robbins, C. (1992). Beginners needs some decoding skill to read words by analogy. Reading Research Quarterly, 27, 12-26.
8. Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73-83.
9. Goswami, U. (1988). Orthographic analogies and reading development. Quarterly Journal of Experimental Psychology, 40A, 239-268.
10. Goswami, U. (1990a). Phonological priming and orthographic analogies in reading. Journal of Experimental Child Psychology, 49, 323-340.
11. Goswami, U. (1990b). A special link between rhyming skill and the use of orthographic analogies by beginning readers. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38, 235-246.
12. Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443-475.
13. Goswami, U. (1994). Onsets and rimes as functional units of reading. In E. M. H. Assink (Ed.), Literacy acquisition and social context (pp. 47-69). Hemel Hempstead, UK: Harvester Wheatsheaf.
14. Goswami, U. (1999). Orthographic analogies and phonological priming: A comment on Bowey, Vaughan, and Hansen (1998). Journal of Experimental Child Psychology, 72, 210-219.
15. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
16. Goswami, U., & Bryant, P. (1993). Rhyme and analogy. In P. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 49-63). Hillsdale, NJ: Erlbaum.
17. Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 27, 152-162.
18. Leslie, L., & Calhoun, A. (1995). Factors affecting children's reading of rimes: Reading ability, word frequency, and rime-neighborhood size. Journal of Educational Psychology, 87, 576-586.
19. Muter, V., Snowling, M., & Taylor, S. (1994). Orthographic analogies and phonological awareness: Their role and significance in early reading development. Journal of Child Psychology and Psychiatry, 35, 293-310.
20. Peterson, M. E., & Haines, L. P. (1992). Orthographic analogy training with kindergarten children: Effects on analogy use, phonemic segmentation, and letter-sound knowledge. Journal of Reading Behavior, 24, 109-127.
21. Pick, A., Unze, M., Brownell, C. A., Drozdal, J. G., & Hopmann, M. K. (1978). Young children's knowledge of word structure. Child Development, 49, 669-680.
22. Savage, R. S. (1997). Do children need concurrent prompts in order to use lexical analogies in reading? Journal of Child Psychology and Psychiatry, 38, 235-246.
23. Savage, R., & Stuart, M. (1998). Sublexical inferences in beginning reading: Medial vowel digraphs as functional units of transfer. Journal of Experimental Child Psychology, 69, 85-108.
24. Seymour, P. H. K., & Duncan, L. G. (1997). Small versus large unit theories of reading acquisition. Dyslexia, 3, 125-134.
25. Seymour, P. H. K., & Elder, L. (1986). Beginning reading without phonology. Cognitive Neuropsychology, 3, 1-36.
26. Treiman, R., Goswami, U., & Bruck, M. (1990). Not all nonwords are alike: Implications for reading development and theory. Memory and Cognition, 18, 559-567.
27. Woodcock, R. W. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Service.