Learning to Read Words: Theory, Findings, and Issues

By L. Ehri. 2005

1,473 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4b041e9a8fed812e758afc82f2049c3ba1cf8462

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “It is known that the most robust characteristic of reading disability is difficulty with phonologic awareness (Ehri, 2005; Holopainen, Ahonen, & Lyytinen, 2001; Landerl et al., 2009; Lyon, Shaywitz, & Shaywitz, 2003).”
How Robust is the Contribution of Morphological Awareness to General Spelling Outcomes? (2009, background): “For example, Ehri (2005) emphasizes the vital role played by alphabetic knowledge in retaining word forms in memory.”
The Complex Nature of Reading Fluency: A Multidimensional View (2008, methodology): “As Ehri (2005) comments: How do children learn to read words by sight?”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “In English, for example, letter knowledge may be important because it provides children with a nameable referent to associate with phonemes (e.g., Ehri, 2005 ), or because it reflects accuracy in the representations and discrimination of individual letters (e.g., Adams, 1990), skills that are neces”
Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention (2010, neutral): “In a relatively simple view of reading, good readers effortlessly recognize words and build mental representations of the message of the text (Ehri, 2005; Perfetti, Landi, & Oakhill, 2005).”
Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study (2010, background): “Good readers quickly and effortlessly process the inner structure of individual words, allowing them to focus attention on the complex work of comprehending the meaning of text (Adams, 1990; Ehri, 2005; Perfetti, Landi, & Oakhill, 2005).”
Processing demands of reading comprehension tests in young readers (2012, background): “Orthographic processing depends heavily on children’s knowledge of the alphabetic system (Ehri, 2005) and it involves also working with the visual aspect of reading rather than focusing exclusively on the phonological aspect.”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “Nevertheless, it is recognized that skilled word reading involves both rapid and automatic orthographic recognition of words (e.g., Castles and Nation 2006; Ehri 2005).”