Treiman, Rebecca & Brett Kessler. Learning to read. In Gaskell, M. Gareth (ed.), The Oxford handbook of psycholinguistics, 657−666. Oxford, England: Oxford University Press. (http://dx.doi.org/10.1093/oxfordhb/9780198568971.013.0040)
A child of 6 knows the meanings of many spoken words—10,000 by one estimate (Anglin, 1993). He or she can understand oral questions, commands, and stories. Yet if this same information is presented in written form the child is hard pressed to decipher it. How do children learn to read, and how do they reach a point at which reading seems as easy and natural as listening? In this chapter, we consider the development of reading ability, focusing on the development of single-word reading in alphabetic writing systems. We ask how children grasp the idea that writing is related to language and how they learn about the links between the letters in printed words and the sounds in the corresponding spoken words. As we will see, addressing these developmental questions requires an understanding of the nature of alphabetic writing systems and a grasp of theories of skilled reading.
Treiman, R., & Kessler, B. (2007). Learning to read. In M. G. Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 657−666). Oxford, England: Oxford University Press.
http://dx.doi.org/10.1093/oxfordhb/9780198568971.013.0040Last change 2015-05-20T22:28:49-0500