Learning to read with underdeveloped phonemic awareness but lexicalized phonological recoding: A case study of a 3-year-old

Cognition

Volumn 74, Issue 2, 2000, Pages 177-208

  Fletcher Flinn, Claire M ^a   Thompson, G Brian ^b  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b VICTORIA UNIVERSITY OF WELLINGTON   (New Zealand)

Author keywords

Early development; Induced sublexical relations; Learning reading; Lexical representations; Phonological awareness; Precocious readers; Spelling

Indexed keywords

AWARENESS; CASE REPORT; DEVELOPMENT; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; PHONETICS; PRESCHOOL CHILD; PRIORITY JOURNAL; READING; REVIEW; WORD RECOGNITION;

EID: 0033988404     PISSN: 00100277     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0010-0277(99)00072-4     Document Type: Article

References (91)

1. Adams M.J. Beginning to read: thinking and learning about print. 1990;MIT Press, Cambridge, MA.
2. Andrews S., Scarratt D.R. What comes after phonological awareness? Using lexical experts to investigate orthographic processes in reading. (Special issue: reading and developmental dyslexia). Australian Journal of Psychology. 48:1996;141-148.
3. Backman J. The role of psycholinguistic skills in reading acquisition: a look at early readers. Reading Research Quarterly. 18:1983;466-479.
4. Bissex G.L. Gnys at work. 1980;Harvard University Press, Cambridge, MA.
5. Bradley L., Bryant P.E. Independence of reading and spelling in normal and backward readers. Developmental Medicine and Child Neurology. 21:1979;504-514.
6. Bradley L., Bryant P.E. Categorizing sounds and learning to read: a causal connection. Nature. 301:1983;419-421.
7. Bruce D.J. The analysis of word sounds. British Journal of Educational Psychology. 34:1964;158-170.
8. Bryant P., Bradley L., Maclean M., Crossland J. Nursery rimes, phonological skills and reading. Journal of Child Language. 16:1989;407-428.
9. Calfee R.C. Assessment of independent reading skills: basic research and practical applications. Reber A.S., Scarborough D.L. Toward a psychology of reading. 1977;289-323 Lawrence Erlbaum, Hillsdale, NJ.
10. Cataldo S., Ellis N. Learning to spell, learning to read. Pumfrey P.D., Elliott C.D. Children's difficulties in reading, spelling, and writing. 1990;101-125 The Falmer Press, London.
11. Chall J.S. Learning to read, reading to learn: an interview with J.S. Chall. Curriculum Review. 22:1983;11-15.
12. Chomsky C. Write first, read later. Childhood Education. 47:1971;296-299.
13. Chomsky C. Approaching reading through invented spelling. Resnick L.B., Weaver P.A. Theory and practice of early reading. Theory and practice of early reading, vol. 2. 1979;43-65 Lawrence Erlbaum, Hillsdale, NJ.
14. Clark M.M. Young fluent readers: what can they teach us? 1976;Heinemann Educational, London.
15. Coltheart V., Leahy J. Children's and adults' reading of nonwords: effects of regularity and consistency. Journal of Experimental Psychology: Learning, Memory, and Cognition. 18:1992;718-729.
16. Connelly V., Johnston R.S., Thompson G.B. The influence of instructional approaches on reading procedures. Thompson G.B., Nicholson T. Learning to read: beyond phonics and whole language. 1999;103-123 Teachers College Press, New York.
17. Cossu G., Rossini F., Marshall J.C. When reading is acquired but phonemic awareness is not: a study of literacy in Down's syndrome. Cognition. 46:1993;129-138.
18. Costin, D. (1993). KeMo reaction time utilities. P.O. Box 13214, La Jolla, CA.
19. Department of Education (1982-86). Ready to Read. Wellington, New Zealand: School Publications Branch, Department of Education.
20. Dienes Z., Perner J. A theory of implicit and explicit knowledge. Behavioral and Brain Sciences. 1999;. in press.
21. Dunn L.M., Dunn L., Whetton C., Pintillie D. British Picture Vocabulary Scale. 1982;NFER-Nelson, London.
22. Durkin D. Children who read early: two longitudinal studies. 1966;Teachers College Press, New York.
23. Ehri L.C. The role of orthographic images in learning printed words. Kavanagh J.F., Venezky R.L. Orthography, reading, and dyslexia. 1980;155-170 University Park Press, Baltimore, MD.
24. Ehri L.C. Sources of difficulty in learning to spell and read. Advances in Developmental and Behavioral Pediatrics. 7:1986;121-195.
25. Ehri L.C. Development of the ability to read words. Barr R., Kamil M.L., Mosenthal P., Pearson P.D. Handbook of reading research. Handbook of reading research, vol. 2. 1991;385-419 Longman, New York.
26. Ehri L.C. Development of the ability to read words: update. Ruddell R.B., Ruddell M.R., Singer H. 4th ed. Theoretical models and processes of reading. 1994;323-358 International Reading Association, Newark, DE.
27. Ehri L.C., Wilce L.S. The mnemonic value of orthography among beginning readers. Journal of Educational Psychology. 71:1979;26-40.
28. Evans J.R., Smith L.J. Psycholinguistic skills of early readers. Reading Teacher. 30:1976;39-43.
29. Fletcher-Flinn, C. M. (1997). Lessons from the cot: a case study of the acquisition of literacy in an extremely precocious reader. Paper presented at Reading on track: research results for teaching reading. Conference at Massey University, Palmerston North, New Zealand.
30. Fowler W. Cognitive learning in infancy and early childhood. Psychological Bulletin. 59:1962;116-152.
31. Fox B., Routh D. Phonemic attack and synthesis as word attack skills. Journal of Educational Psychology. 68:1976;70-74.
32. Frith U. Beneath the surface of developmental dyslexia. Patterson K., Marshall J.C., Coltheart M. Surface dyslexia and surface dysgraphia in adults and children. 1985;301-328 Lawrence Erlbaum, London.
33. Gilmore A., Croft C., Reid N. Burt Word Reading Test: New Zealand Revision. 1981;New Zealand Council for Educational Research, Wellington.
34. Goswami U. Toward an interactive analogy model of reading development: decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology. 56:1993;443-475.
35. Henderson S.J., Jackson N.E., Mukamal R.A. Early development of language and literacy skills of an extremely precocious reader. Gifted Child Quarterly. 37:1993;78-83.
36. Jackson N.E. Precocious reading ability: what does it mean? Gifted Child Quarterly. 32:1988;200-204.
37. Jackson N.E. Precocious reading of English: origins, structure, and predictive significance. Klein P.S., Tannenbaum A.J. To be young and gifted. 1992;171-203 Ablex, Norwood, NJ.
38. Jackson N.E., Biemillar A.J. Letter, word, and text reading times of precocious and average readers. Child Development. 56:1985;196-206.
39. Jackson N.E., Coltheart M. Routes to reading success and failure: toward an integrated cognitive psychology of atypical reading. 1999;Psychology Press, Philadelphia, PA. submitted.
40. Jackson N.E., Donaldson G.W., Mills J.R. Components of reading skill in postkindergarten precocious readers and level-matched second graders. Journal of Reading Behavior. 25:1993;181-208.
41. Johnston R.S., Thompson G.B. Is dependence on phonological information in children's reading a product of instructional approach? Journal of Experimental Child Psychology. 48:1989;131-145.
42. Johnston R.S., Thompson G.B., Fletcher-Flinn C.M., Holligan C. The functions of phonology in the acquisition of reading: lexical and sentence processing. Memory and Cognition. 23:1995;749-766.
43. Jorm A.F., Share D.L. Phonological recoding and reading acquisition. Applied Psycholinguistics. 4:1983;103-147.
44. Liberman I.Y., Shankweiler D., Fischer F.W., Carter B. Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology. 18:1974;201-212.
45. Liberman I.Y., Shankweiler D., Liberman A.M., Fowler C., Fischer F.W. Phonetic segmentation and recoding in the beginning reader. Reber A.S., Scarborough D.L. Toward a psychology of reading: the proceedings of the CUNY conference. 1977;Lawrence Erlbaum, Hillsdale, NJ.
46. Lloyd S. The phonics handbook: a handbook for teaching reading, writing, and spelling. 1992;Jolly Learning, Chigwell, UK.
47. Markwardt F. Peabody Individual Achievement Test - Revised. 1989;American Guidance Service, Circle Pines, MN.
48. Marsh G., Friedman M., Welch V., Desberg P. A cognitive-developmental theory of reading acquisition. Waller T.G., McKinnon G.E. Reading research: advances in theory and practice. Reading research: advances in theory and practice, vol. 3. 1981;199-221 Academic Press, New York.
49. Mills J.R., Jackson N.E. Predictive significance of early giftedness: the case of precocious reading. Journal of Educational Psychology. 82:1990;410-419.
50. Montessori M. The Montessori method. 1964;Schocken Books, New York.
51. Morais J., Mousty P., Kolinsky R. Why and how phoneme awareness helps learning to read. Hulme C., Malatesha J.R. Reading and spelling: development and disorders. 1998;127-152 Lawrence Erlbaum, Mahwah, NJ.
52. Neale M.D. Neale Analysis of Reading Ability. 2nd ed :1966;Macmillan Education, London.
53. Neale M.D. Neale Analysis of Reading Ability - Revised. 1988;Australian Council for Educational Research, Hawthorn.
54. Nicholson, T. (1996). The Struggletown Project. Department of Education, University of Auckland.
55. Patel P.G., Patterson P. Precocious reading acquisition: psycholinguistic development, IQ, and home background. First Language. 3:1982;139-153.
56. Pennington B.F., Johnson C., Welsh M.C. Unexpected reading precocity in a normal preschooler: implications for hyperlexia. Brain and Language. 30:1987;165-180.
57. Perez L.A., Peynircioglu Z.F., Blaxton T.A. Developmental differences in implicit and explicit memory performance. Journal of Experimental Child Psychology. 70:1998;167-185.
58. Perfetti C.A. Reading Ability. 1985;Oxford University Press, New York.
59. Perfetti C.A. Representations and awareness in the acquisition of reading competence. Rieben L., Perfetti C. Learning to read: basic research and its implications. 1991;33-44 Lawrence Erlbaum, Hillsdale, NJ.
60. Plaut D.C., McClelland J.L., Seidenberg M.S., Patterson K. Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review. 103:1996;56-115.
61. Reitsma P. Printed word learning in beginning readers. Journal of Experimental Child Psychology. 36:1983;321-339.
62. Richardson E., DiBenedetto B. Decoding Skills Test. 1985;York Press, Parkton, MD.
63. Rosner J. Helping children overcome learning difficulties. 1975;Walker, New York.
64. Rosner J., Simon D.P. The Auditory Analysis Test: an initial report. Journal of Learning Disabilities. 4:1971;384-392.
65. Seidenberg M.S., McClelland J.L. A distributed developmental model of word recognition and naming. Psychological Review. 96:1989;523-568.
66. Seymour P., Elder L. Beginning reading without phonology. Cognitive Neuropsychology. 3:1986;1-36.
67. Shanahan T. Nature of the reading-writing relationship: an exploratory multivariate analysis. Journal of Educational Psychology. 76:1984;466-477.
68. Shankweiler D., Liberman I.Y. Misreading: a search for causes. Kavanagh J.F., Mattingly I.G. Language by ear and by eye: the relationships between speech and reading. 1972;293-317 MIT Press, Cambridge, MA.
69. Share D.L. Phonological recoding and self-teaching: the sine qua non of reading acquisition. Cognition. 55:1995;115-149.
70. Singson, M. F. & Mann, V. (1999). Precocious reading acquisition: examining the roles of phonological and morphological awareness. Paper presented at The Society for the Scientific Study of Reading Conference, Montreal, Canada.
71. Sparks R.L. Phonemic awareness in hyperlexic children. Reading and Writing. 7:1995;217-235.
72. Stainthorp R., Hughes D. Phonological sensitivity and reading: evidence from precocious readers. Journal of Research in Reading. 21:1998;53-68.
73. Steinberg D.D., Steinberg M.T. Reading before speaking. Visible Language. 9:1975;197-224.
74. Stuart M., Masterson J., Dixon M., Quinlan P. Inferring sublexical correspondences from sight vocabulary: evidence from 6- and 7-year-olds. Quarterly Journal of Experimental Psychology. 52A:1999;353-366.
75. Thompson, G. B. (1982). Initial vocabularies for reading. In Set: Research Information for Teachers, No. 2, Item 3. Melbourne: Australian Council for Educational Research.
76. Thompson G.B. Appendix: reading instruction for the initial years in New Zealand schools. Thompson G.B., Tunmer W.E., Nicholson T. Reading acquisition processes. 1993;148-154 Multilingual Matters, Clevedon, UK.
77. Thompson G.B. The processes of learning to identify words. Thompson G.B., Nicholson T. Learning to read: beyond phonics and whole language. 1999;25-54 Teachers College Press, New York.
78. Thompson G.B., Fletcher-Flinn C.M. A theory of knowledge sources and procedures for reading acquisition. Thompson G.B., Tunmer W.E., Nicholson T. Reading acquisition processes. 1993;20-73 Multilingual Matters, Clevedon, UK.
79. Thompson G.B., Johnston R.S. The effects of type of instruction on processes of reading acquisition. Thompson G.B., Tunmer W.E., Nicholson T. Reading acquisition processes. 1993;74-90 Multilingual Matters, Clevedon, UK.
80. Thompson G.B., Johnston R.S. Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing. 1999;. in press.
81. Thompson G.B., Cottrell D.S., Fletcher-Flinn C.M. Sublexical orthographic-phonological relations early in the acquisition of reading: the Knowledge sources Account. Journal of Experimental Child Psychology. 62:1996;190-222.
82. Thompson G.B., Fletcher-Flinn C.M., Cottrell D.S. Learning correspondences between letters and phonemes without explicit instruction. Applied Psycholinguistics. 20:1999;21-50.
83. Torrey J. Learning to read without a teacher. Smith F. Psycholinguistics and reading. 1973;146-157 Holt, Rinehart & Winston, New York.
84. Treiman R., Tincoff R., Rodriguez K., Mouzaki A., Francis D.J. The foundations of literacy: learning the sounds of letters. Child Development. 69:1998;1524-1540.
85. Tunmer W.E. Phonological awareness and literacy acquisition. Rieben L., Perfetti C. Learning to read: basic research and its implications. 1991;105-119 Springer-Verlag, New York.
86. Tunmer W.E., Herriman M.L., Nesdale A.R. Metalinguistic abilities and beginning reading. Reading Research Quarterly. 23:1988;134-158.
87. Venezky R.L. The curious role of letter names in reading instruction. Visible Language. 9:1975;7-23.
88. Wagner R.K., Torgeson J.K. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin. 101:1987;192-212.
89. Wechsler D. Wechsler Preschool and Primary Scale of Intelligence - Revised. 1989;Harcourt Brace Jovanovich, San Antonio, TX.
90. Wilkinson G.S. Wide Range Achievement Test-Revision, vol. 3. 1993;Wide Range, Wilmington, DE.
91. Yopp-Singer H.K. The validity and reliability of phonemic awareness tests. Reading Research Quarterly. 23:1988;159-177.