The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding
Abstract
Many researchers and teachers have adopted a dual route view to explain how readers read words out of context. This view holds that words are read in one of two ways, either by phonological recoding or by sight. Phonological recoding involves translating letters into sounds by application of letter–sound rules and then recognizing the identities of words from their pronunciations. This chapter proposes an alternative conception of sight word reading that involves establishing systematic visual-phonological connections between the spellings of words and their pronunciations in memory. Readers use their knowledge about letter-sound relations to form these connections. Authorities differ in their views about the kinds of words that are read by sight. Information processing theorists have described the mental processes used to read words by sight memory and by recoding. According to dual route theory, words are read visually by retrieving associations between the visual form of the word and its meaning.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Beginning to Read: Thinking and Learning about Print
Cairns, C., & Adams, M. J. (1991) · Language · doi:10.2307/415121 · Cited by 4,376
Beginning to read thinking and learning about print
Adams, M. J. (1992) · Cited by 1,183
Cited by
Ziegler, J. C., & Goswami, U. (2005) · Psychological Bulletin · doi:10.1037/0033-2909.131.1.3 · Cited by 2,871
Phonological recoding and self-teaching: sine qua non of reading acquisition
Share, D. L. (1995) · Cognition · doi:10.1016/0010-0277(94)00645-2 · Cited by 2,352
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022
Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis
Share, D. L. (1999) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1998.2481 · Cited by 742
Naming-Speed Processes, Timing, and Reading: A Conceptual Review
Wolf, M., Bowers, P. G., & Biddle, K. (2000) · Journal of Learning Disabilities · doi:10.1177/002221940003300409 · Cited by 710
Metadata
- Authors
- Ehri, L. C.
- Venue
- Reading Acquisition
- Publisher
- Routledge
- Published
- 2017-11-27
- Pages
- 107-143
- OpenAlex
- W1797985737
- Cited by
- 566
- References
- 2
- FWCI
- 51.89
- Type
- book chapter
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding. https://app.cochat.ai/papers/10.4324/9781351236904-5
- The paper
- Ehri, L. C. (2017). Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding. Reading Acquisition. https://doi.org/10.4324/9781351236904-5
Data sources
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.
