The relationships between oral language and reading instruction: Evidence from a computational model of reading thumbnail
The relationships between oral language and reading instruction: Evidence from a computational model of reading
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direct OP pathway was used regardless of training focus. This is because the systematic OP mappings are easier to learn compared to the indirect OSP pathway that requires acquisition of two arbitrary mappings (OS and SP). recent implementation of the triangle model of reading developed by Chang and
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  • direct OP pathway was used regardless of training focus. This is because the systematic OP mappings are easier to learn compared to the indirect OSP pathway that requires acquisition of two arbitrary mappings (OS and SP).
  • recent implementation of the triangle model of reading developed by Chang and Monaghan (2019) demonstrated that the involvement of the print-to-sound-to-meaning pathway for written word comprehension was heavily reliant on the proficiency of sound-to-meaning mappings in the model, consistent with the SVR.
  • implementation of the triangle model, Harm and Seidenberg (2004) demonstrated the cooperative and competitive nature of print-to-meaning and print-to-sound-to-meaning pathways for written word comprehension, with the sound mediated pathway contributing earlier in learning to read, and the print-to-meaning pathway playing an increasingly important r...
  • Substantial evidence indicates that children’s phonological decoding skills are key predictors of reading acquisition (Adlof et al., 2006, Foorman et al., 2015, Storch and Whitehurst, 2002; also see Castles, Rastle, & Nation, 2018, for a review).
  • primary goal of reading is to access the meanings of words and so this ought to be the priority of instructional approaches. Although spelling-to-meaning mappings are hard to learn, they may still be acquired early in reading development (Levy and Lysynchuk, 1997, Nation, 2009, Taylor et al., 2015) and may be amenable to instruction (Suggate, 2016)...

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