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Developmental Psychology on Reading Acquisition - Dictionary of Arguments

Slater I 136
Reading acquisition/developmental psychology: after Bradley and Bryant (1983)(1) study there are now hundreds of hundreds of studies in different languages exploring whether a causal link between categorizing sounds and learning to read indeed exists. Whole literatures have developed regarding how best to measure phonological awareness at different ages (e.g., Yopp, 1988)(2), whether phonological awareness should be conceptualized as a single construct or not (e.g., Anthony et al., 2003)(3), whether alphabetic and non-alphabetic languages should be expected to show similar causal links between categorizing sounds and learning to read or not (e.g., Ziegler & Goswami, 2005)(4), whether phonological awareness is the main cognitive deficit in developmental dyslexia (Snowling, 2000(5)), and to what extent difficulties with phonological awareness are inherited (Fisher & Francks, 2006)(6). >Reading acquisition/educational psychology.
Slater I 141
It was realized (e.g., Treiman, 1985)(7) that sound categorization skills might arise in part from children extracting implicitly the underlying phonological structure of a language on the basis of systematic regularities in how words sounded alike. When one word sounds like another, it is a phonological “neighbor.”

1. Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310, 419–421.
2. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.
3. Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 4, 470–487.
4. Ziegler, C., and Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.
5. Snowling, M. J. (2000). Dyslexia (2nd edn). Malden, MA: Blackwell.
6. Fisher, S. E., & Francks, C. (2006). Genes, cognition and dyslexia: Learning to read the genome. Trends in Cognitive Sciences, 10, 250–257.
7. Treiman, R. (1985). Onsets and rimes as units of spoken syllables. evidence from children. Journal of Experimental Child Psychology, 39, 161-81.

Usha Goswami, „Reading and Spelling.Revisiting Bradley and Bryant’s Study“ in: Alan M. Slater & Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications

Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments
The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Developmental Psychology
Slater I
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012

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