Form-meaning links in the development of visual word recognition.

Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences
Kate Nation

Abstract

Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

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Citations

Apr 26, 2013·Cognitive Neuropsychology·Genevieve McArthurAnne Castles
Nov 26, 2009·Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences·M Gareth Gaskell, Andrew W Ellis
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Jun 13, 2018·Psychological Science in the Public Interest : a Journal of the American Psychological Society·Anne CastlesKate Nation
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Apr 12, 2019·Frontiers in Psychology·Nicolas VibertJean-François Rouet
Mar 22, 2019·Cognitive Processing·Haitham Taha
Mar 24, 2021·Memory & Cognition·Jana HasenäckerDavide Crepaldi

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