How psychology helps us to understand word reading

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Stainthorp, R. (2021) How psychology helps us to understand word reading. Education 3-13, 49 (1). pp. 29-40. ISSN 0300-4279

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To link to this item DOI: 10.1080/03004279.2020.1824700

Abstract/Summary

This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills, and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies, propose two routes to word reading: an indirect route requiring mapping of letters and sounds using phonological processes; and a direct route, mapping visual identities of words onto meaning using visual processes and memory. The Dual Route paves the way to an understanding of what children need to achieve to be able to read words. Evidence about how people read words successfully has led to the development of effective teaching programmes and of tests to identify deficits when word reading does not develop optimally.

Item Type:	Article
Refereed:	Yes
Divisions:	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:	93930
Uncontrolled Keywords:	Word reading; routes to reading; phonics teaching; phonological awareness; rapid automatized naming; word reading assessment
Publisher:	Taylor & Francis

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