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Abstract

Theories of normal reading development commonly propose that
children move through various stages of reading development from using visual
cues to developing phonological awareness and learning letter-to-sound
correspondences. Current evidence suggests a reciprocal relationship between
phonological awareness and reading ability. Dual-route models of word
recognition can be interpreted as conceptualising phonological and orthographic
decoding as two independent word processing routes. Flexible use of these
strategies is considered necessary for successful reading and can be assessed
using a phoneme/grapheme deletion task. Several current models assume that
working memory plays an important role in reading since poor readers have been
found to have poor working memory skills. This may be related to the capacity
of working memory which increases during childhood. Studies of reading have
often been criticised for studying disrupted forms of reading by using distracter
tasks or subjects with neurological damage. To study reading without disruption
a correlational approach may be used to identify cognitive processing
components closely associated with capacity to read fluently.

Item Type:	Thesis - Coursework Master
Authors/Creators:	Binns, Sonia
Keywords:	Word recognition, Reading, Psychology of, Reading
Copyright Holders:	The Author
Copyright Information:	Copyright 1997 the Author
Additional Information:	Thesis (M.Psych.)--University of Tasmania, 1997. Includes bibliographical references
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