Development of Sight Word Reading: Phases and Findings.

By L. Ehri. 2008

487 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0bb4fbd98d0ad99031714a3e0b8cb0d1ef96c6b7

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In Artificial Intelligence

Citations in the corpus

Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010, background): “This phonological decoding of words lies at the basis of forming connections between orthographic (word-specific) patterns and phonological codes (Ehri, 2005; Share, 1995).”
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning (2014, background): “The spontaneous nature of activation was evident in our vocabulary learning study described earlier (Rosenthal & Ehri, 2008).”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “Based on developmental theories of reading (e.g., Ehri, 2007), as the reading competence progresses the relative involvement of cognitive processes underlying reading would be expected to change.”
Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners (2011, methodology): “According to Ehri’s (2005) phase theory of reading development, even very young children are able to learn to read words”
The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words (2012, background): “Similarly, in phase models of reading development (Ehri, 2005), children begin by learning arbitrary associations between the orthographic forms of words and their pronunciations, whereas in later phases there are increasingly complete and detailed connections between orthography, phonology, and…”
Developmental Changes in Eye Movements and Visual Information Encoding Associated With Learning to Read (2014, background): “Decoding can be characterized as both effortful and requiring attention, and it is often associated with children who are learning to read, who may “sound out” words (either overtly or covertly)—for example, children in the prealphabetic and alphabetic phases (Ehri, 2005).”