Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill

Autor/inn/en	Conrad, Nicole J.; Deacon, S. Hélène
Titel	Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill
Quelle	In: Reading Research Quarterly, 58 (2023) 1, S.113-125 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conrad, Nicole J.) ORCID (Deacon, S. Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.489
Schlagwörter	Printed Materials; Orthographic Symbols; Reading Skills; Reading Instruction; Role of Education + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseunterricht; Bildungsauftrag
Abstract	All dominant models of reading development ascribe a central role to learning about the orthography in reading acquisition, particularly as children transition to fluent word reading (e.g., Ehri, 2014; Share, 1995). And yet, we know far less about the contributions to word reading development of children's learning about the orthographic form of language than about its phonological dimensions. Through a focused review, we put forward a new conceptualization about the role of learning about the orthography in reading development. This new theoretical framework defines a broader conceptual and developmental scope of print learning, and it predicts bidirectional relations between print learning and word reading development. This theoretical framework both encompasses and expands traditional views on the role of learning about the orthography in reading development. We hope that this framework will both unify and guide theoretical conceptualizing and empirical research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01