Phonological Skills and Learning to Read

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Psychology Press, 1990 - Language Arts & Disciplines - 166 pages
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This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom. It aims to develop a theory about why early phonological skills are crucial in learning to read, and shows how phonological knowledge about rhymes and other units of sound helps children learn about letter sequences when beginning to be taught to read.

The authors begin by contrasting theories which suggest that children's phonological awareness is a result of the experience of learning to read and those that suggest that phonological awareness precedes, and is a causal determinant of, reading. The authors argue for a version of the second kind of theory and show that children are aware of speech units, called onset and rime, before they learn to read and spell. An important part of the argument is that children make analogies and inferences about these letter sequences in order to read and write new words.

 

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Contents

How children read words
29
Spelling and phonological awareness
49
How children read and write new words
63
Comparisons with backward readers and spellers
79
Correlations and longitudinal predictions
95
Teaching children about sounds
117
Do children learn to read and fail to learn to read
127
Theories about learning to read
141
References
151
Author index
159
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Page 152 - Bryant, PE & Goswami, U. (1987) . Phonological awareness and learning to read. In J. Beech and A. Colley (Eds), Cognitive approaches to reading (pp. 213-243).

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About the author (1990)

Usha Goswami is Professor of Education, University of Cambridge and a Fellow of St John's College, Cambridge. Prior to that she was a lecturer in Experimental Psychology at the University of Cambridge.

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