Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This developmen...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Scientific studies of reading Ročník 18; číslo 1; s. 5 - 21
Hlavní autor: Ehri, Linnea C.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Philadelphia Routledge 2014
Routledge, Taylor & Francis Group
Témata:
Associative processes
Cartography
Consciousness
Grapheme Phoneme Correspondence
Graphemes
Language Acquisition
Learning
Letters (Correspondence)
Mapping
Meaning
Memory
Mnemonics
Novel words
Phoneme Grapheme Correspondence
Phonemes
Phonemic Awareness
Phonemics
Phonetics
Phonological awareness
Phonological memory
Phonological processing
Phonology
Pronunciation
Reading
Reading Acquisition
Reading Skills
Sight Method
Sight Vocabulary
Spelling
Spelling Acquisition
Teaching
Vision
Vocabulary
Vocabulary Development
Vocabulary Learning
Word Meaning
Word Recognition
Words
Written Language
ISSN:1088-8438, 1532-799X
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a ) as a sequence of overlapping phases, each characterized by the predominant type of connection linking spellings of words to their pronunciations in memory. During development, the connections improve in quality and word-learning value, from visual nonalphabetic, to partial alphabetic, to full grapho-phonemic, to consolidated grapho-syllabic and grapho-morphemic. OM is enabled by phonemic awareness and grapheme-phoneme knowledge. Recent findings indicate that OM to support sight word reading is facilitated when beginners are taught about articulatory features of phonemes and when grapheme-phoneme relations are taught with letter-embedded picture mnemonics. Vocabulary learning is facilitated when spellings accompany pronunciations and meanings of new words to activate OM. Teaching students the strategy of pronouncing novel words aloud as they read text silently activates OM and helps them build their vocabularies. Because spelling-sound connections are retained in memory, they impact the processing of phonological constituents and phonological memory for words.
Bibliografie:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ObjectType-Article-1
ObjectType-Feature-2
content type line 23
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2013.819356