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"Understanding the Brain", The Birth of a Learning Science, 2007, page 84
Learning to Read Requires Complex Skills (1)
Learning to read requires the mastery of a collection of complex skills. First, the knowledge of morphology – the forms of either letters of an alphabet, syllabic symbols, or ideograms – must be acquired.
Then, orthographic symbols must be understood as the labels – spelling – that can be mapped onto sounds, without which the alphabetic symbols on this page would remain arbitrary shapes. Moreover, an understanding of phonetics – mapping words to sounds – is a vital, but by itself insufficient, tool for decoding words.
In alphabetic languages with deep orthographies, such as English or French, graphemephoneme combinations are variable, with English having the highest degree of “irregular” representation among alphabetic languages, at more than a thousand possible letter combinations used to represent the 42 sounds of the language.
Reading, particularly in languages with deep orthographies, therefore involves the use of supplementary strategies in addition to the phonological decoding of symbols into sounds. These strategies include using context clues, recognising whole words, and noticing partial-word analogies such as ate common to both “late” and “gate”.
Moreover, once a word has been decoded, understanding the meaning of the text requires additional skills.
Then, orthographic symbols must be understood as the labels – spelling – that can be mapped onto sounds, without which the alphabetic symbols on this page would remain arbitrary shapes. Moreover, an understanding of phonetics – mapping words to sounds – is a vital, but by itself insufficient, tool for decoding words.
In alphabetic languages with deep orthographies, such as English or French, graphemephoneme combinations are variable, with English having the highest degree of “irregular” representation among alphabetic languages, at more than a thousand possible letter combinations used to represent the 42 sounds of the language.
Reading, particularly in languages with deep orthographies, therefore involves the use of supplementary strategies in addition to the phonological decoding of symbols into sounds. These strategies include using context clues, recognising whole words, and noticing partial-word analogies such as ate common to both “late” and “gate”.
Moreover, once a word has been decoded, understanding the meaning of the text requires additional skills.
"Understanding the Brain", The Birth of a Learning Science, 2007, page 84
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