![]() Finally, it is noted that current models of word recognition (both PDP and dual-route) fail to address the quintessential problem of reading acquisition-independent generation of target pronunciations for novel orthographic strings. Strong relationships between word recognition, basic phonological processing abilities and phonemic awareness are also consistent with the self-teaching notion. This implies an asymmetrical pattern of dissociations in both developmental and acquired reading disorders. Although phonological skills have been shown to be primary in reading acquisition, ortho-graphic processing appears to be an important but secondary source of individual differences. This leads to the understanding that words are composed of letters and groups. Key features of phonological recoding include an item-based rather than stage-based role in development, the progressive "lexicalization" of the process of recoding, and the importance of phonological awareness and contextual information in resolving decoding ambiguity. The alphabetic principle is the understanding that letters represent sounds. This paper elaborates the self-teaching hypothesis proposed by Jorm and Share (1983), and reviews relevant evidence. Although it may not play a central role in skilled word recognition, phonological recoding, by virtue of its self-teaching function, is regarded as critical to successful reading acquisition. Successful decoding encounters with novel letter strings provide opportunities to learn word-specific print-to-meaning connections. The self-teaching hypothesis proposes that phonological recoding functions as a self-teaching mechanism enabling the learner to independently acquire an autonomous orthographic lexicon. ![]() The model accounts for a range of English-language findings, but it is ill-equipped to serve the interests of a universal science of reading chiefly because it overlooks a fundamental unfamiliar-to-familiar/ novice-to-expert dualism applicable to all words and readers in all orthographies. Coltheart, 1978) and, in large measure, its connectionist rivals-arose largely in response to English spelling–sound obtuseness. ![]() ![]() The dominant theoretical paradigm in contemporary (word) reading research-the Coltheart/Baron dual-route model (see, e.g., J. The unique problems posed by this " outlier " orthography, the author argues, have focused disproportionate attention on oral reading accuracy at the expense of silent reading, meaning access, and fluency, and have significantly distorted theorizing with regard to many issues-including phonological awareness, early reading instruction, the architecture of stage models of reading development, the definition and remediation of reading disability, and the role of lexical–semantic and supralexical information in word recognition. In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling–sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. ![]()
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