The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS
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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Citations
Cites
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Bowers, P. G., & Wolf, M. (1993) · Reading and Writing · doi:10.1007/bf01026919 · Cited by 663
Sources of individual differences in reading acquisition.
Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984) · Journal of Educational Psychology · doi:10.1037//0022-0663.76.6.1309 · Cited by 613
Cited by
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545
Reading Fluency Assessment and Instruction: What, Why, and How?
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005) · The Reading Teacher · doi:10.1598/rt.58.8.1 · Cited by 527
Naming Speed and Reading: From Prediction to Instruction
Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010) · Reading Research Quarterly · doi:10.1598/rrq.45.3.4 · Cited by 349
ANTHONY, J. L., LONIGAN, C. J., DRISCOLL, K., PHILLIPS, B. M., & BURGESS, S. R. (2003) · Reading Research Quarterly · doi:10.1598/rrq.38.4.3 · Cited by 295
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
Saine, N. L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011) · Child Development · doi:10.1111/j.1467-8624.2011.01580.x · Cited by 230
Metadata
- Authors
- Ehri, L. C., & McCormick, S.
- Venue
- Reading & Writing Quarterly
- Publisher
- Informa UK Limited
- Published
- 1998-04
- Volume
- 14
- Issue
- 2
- Pages
- 135-163
- ISSN
- 1057-3569 (ISSN-L)
- 1521-0693
- OpenAlex
- W2070157669
- Cited by
- 312
- References
- 2
- FWCI
- 6.46
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS. https://app.cochat.ai/papers/10.1080/1057356980140202
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- Ehri, L. C., & McCormick, S. (1998). PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS. Reading & Writing Quarterly. https://doi.org/10.1080/1057356980140202
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
