The Universal Grammar of Reading

By Charles A. Perfetti. 2003

303 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c1a12ff8fac3f01ac2c1196513f8ce35a523cba4

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Theories of reading should predict reading speed (2012, unknown): “Note that in the context of reading universals, Perfetti (2011) has convincingly argued for a universal role of phonology in reading in any orthography.”
The importance of morphological awareness in Korean-English biliteracy acquisition (2009, background): “Hence, English is often considered a morphologically sensitive alphabetic system (Perfetti, 2003; Trieman & Kessler, 2005).”
Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System (2017, background): “This later phrase recognizes the fact that letters represent more than phonemes (Perfetti, 2003; Seidenberg, 2011); nevertheless, the role of these other factors is generally minimized or ignored when it comes to instruction.”
Integrating Scenario–Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers (2014, background): “…on a measure of reading proﬁciency may be a result of deﬁciencies in higher-level reading comprehension skills, or it may signal weakness in component reading skills which can hamper the processes underlying more complex skills (Cain & Oakhill, 2012; Cain, Oakhill, & Bryant, 2004; Perfetti, 2003).”
3. RESEARCH ON TEACHING READING (2004, background): “particularly at earlier stages of reading development (Perfetti, 1985; Stanovich, 2000). Word recognition fluency has not been a major focus of L2 research (cf. Koda, 1996), though in the early 1990s, research by Segalowitz (1991) demonstrated that word recognition automaticity was an important fact”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “Historically, the morphemic principle, essential for automatizability, has taken precedence over the competing decipherability principle (Daniels & Bright, 1996; Perfetti, 2003; Venezky, 2007; but see Serbo-Croatian; K. Lukatela, Carello, Shankweiler, & Liberman, 1995).”
Children's reading comprehension and assessment (2005, unknown): “Nunes, Stahl, & Willows, 2001; Perfetti, 2003; Rayner, Foorman, Perfetti, Pesetsky, &”
Paraeducator-Supplemented Instruction in Structural Analysis With Text Reading Practice for Second and Third Graders at Risk for Reading Problems (2006, background): “These students may also lack semantic and syntactic skills that facilitate the independent acquisition of word pronunciation and meaning, and they often require scaffolded oral reading experience to practice complex word identification and to supplement their limited vocabulary (Perfetti, 2003).”
Morphological processing in reading acquisition: A cross-linguistic perspective (2011, unknown): “Reichle and Perfetti (2003) proposed a word-experience model that unites morphologically complex and morphological simple words in a common framework that distinguishes word familiarity (orthography) from word availability (retrieval of meaning and pronunciation).”
Writing System Variation and Its Consequences for Reading and Dyslexia (2018, background): “We acknowledge the universal importance of phonology (DeFrancis, 1989; Nag, 2017; Perfetti, 2003; Share, 2008; Song et al., 2016; Ziegler & Goswami, 2005) but wish to alert researchers to the fact that there are additional dimensions of writing system complexity beyond phonological ambiguity that…”