P.F. de Jong
- From spelling pronunciation to lexical access: a second step in word decoding?
- Scientific Studies of Reading
- Volume | Issue number
- 16 | 4
- Pages (from-to)
- Document type
- Faculty of Social and Behavioural Sciences (FMG)
- Research Institute of Child Development and Education (RICDE)
There is a gap between "w..aa..sss" and "woz" (was). This is a gap between the output from a phonological recoding of a word and its lexical pronunciation. We suggest that ease of recognition of words from spelling pronunciations (like "w..aa..sss") contributes independent variance to word decoding ability with both regularly and irregularly spelled words. This suggestion was supported in two studies: a correlation study with 74 Grade 1 students learning a regular orthography, and a longitudinal study of 187 children from preschool into Grade 1 learning a deep orthography. Correlations were stronger for accuracy than for fluency in word decoding. In conclusion, word recognition from spelling pronunciations may form a second step in word decoding. Implications for theoretical models of word decoding are discussed.
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