PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS

Linnea C. Ehri · Sandra McCormick

312 citations0/0 files storedReading & Writing Quarterly

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Reading and Literacy Development Writing and Handwriting Education Second Language Acquisition and Learning

Abstract

When students attain reading skill, they learn to read words in several ways. Familiar words are read by sight. Unfamiliar words are read by decoding, by analogy to known words, or by prediction from graphophonic and contextual cues. Five phases of development are identified to distinguish the course of word reading; each phase is characterized by students’ working knowledge of the alphabetic system, which is central for acquiring word reading skill. The phases are: pre‐alphabetic, partial alphabic, full alphabetic, consolidated alphabetic, and automatic alphabetic. The usefulness of this information for teachers of problem readers is explained.

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1991Handbook of reading research 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1974Toward a theory of automatic information processing in reading 1987Theoretical Models and Processes of Reading 1990Beginning to read: thinking and learning about print 1967Reading: A psycholinguistic guessing game 1983Stages of reading development 1985Reading Research Advances in Theory and Practice

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