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The use of orthographic analogy in children with a specific reading disability

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Bakker, Vanessa J (1996) The use of orthographic analogy in children with a specific reading disability. Coursework Master thesis, University of Tasmania.

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Abstract

Current understanding of specific reading disability (SRD) conceptualises the
problem as stemming from a specific deficit in phonological awareness.
Phonological awareness is essential to reading development and so a deficit
in this skill would impair successful reading acquisition. Research suggests
that there is a reciprocal causal relationship between phonological awareness
and reading acquisition. It is also suggested that the level of phonological
awareness necessary as a prerequisite to reading acquisition lies at the level
of onset/rime awareness and that phonemic awareness is a more sophisticated
awareness which arises as a product of reading acquisition.
An interactive analogy model of reading development proposes that
the initial level of phonological awareness plays an important role in setting
up orthographic recognition units which become a basis for reading by
orthographic analogy. This reading strategy has been shown to exist from
the very beginning of reading and is not a sophisticated strategy as originally
suggested by stage-based models. Some theorists argue that an orthographic
analogy strategy would reduce the demands on phonological processing and
would thus be a beneficial strategy for children with an SRD, however,
others have argued that either orthographic or phonological awareness
deficits in children with an SRD would limit their capacity to benefit from
such a strategy.

Item Type: Thesis (Coursework Master)
Keywords: Word recognition, Reading disability
Copyright Holders: The Author
Copyright Information:

Copyright 1996 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (M.Psych.)--University of Tasmania, 1997. Includes bibliographical references

Date Deposited: 25 Nov 2014 00:46
Last Modified: 04 May 2016 06:24
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