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The National Reading Panel has found that phonemic awareness improves children's word reading and reading comprehension and helps children learn to spell. [1] Phonemic awareness is the basis for learning phonics .
Subvocalization, or silent speech, is the internal speech typically made when reading; it provides the sound of the word as it is read. [1] [2] This is a natural process when reading, and it helps the mind to access meanings to comprehend and remember what is read, potentially reducing cognitive load.
Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...
Phonological awareness is an individual's awareness of the phonological structure, or sound structure, of words. [ 1 ] [ 2 ] [ 3 ] Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research.
A study by Gathercole and Baddeley (1989) showed the importance of sound for early word meaning. [36] They tested the phonological memory of 4- and 5-year-old children, i.e., how well these children were able to remember a sequence of unfamiliar sounds. They found that children with better phonological memory also had larger vocabularies at ...
The lexical route is the process whereby skilled readers can recognize known words by sight alone, through a "dictionary" lookup procedure. [1] [4] According to this model, every word a reader has learned is represented in a mental database of words and their pronunciations that resembles a dictionary, or internal lexicon.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
The simple view of reading is that reading is the product of decoding and language comprehension. In this context, “reading” refers to “reading comprehension”, “decoding” is simply recognition of written words [1] and “language comprehension” means understanding language, whether spoken or written.