Abstract
The title of this volume is The varieties of orthographic knowledge I: Theoretical and developmental issues. The authors have met this charge so well that the reader may be overwhelmed by the varieties of orthographic knowledge and despairing of any hope for consensus. Yet there are at least three points of consensus among the authors. First, in studying reading, phonological processing skill has been over-emphasized at the expense of orthographic processing skill. Second, orthographic processing can be operationalized and assessed separately from phonological processing. Third, although orthographic and phonological processing can be dissociated statistically, they are conceptually intertwined.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adams, M.J. (1990). Beginning to read. Cambridge, MA: MIT Press.
Alegria, J., Pignot, E., and Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10, 451–456.
Assink, E., and Kattenberg, G. (1994). Higher-order linguistic influences on development of orthographic knowledge: Illustrations from spelling problems in Dutch and assessment tools. In V.W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 111–136 ). Dordrecht, The Netherlands: Kluwer Academic Press.
Barker, T.A., Torgesen, J.K., and Wagner, R.K. (1992). The role of orthographic processing skills on five different reading tasks. Reading Research Quarterly, 27, 335–345.
Baron, J., and Treiman, R. (1980). Some problems in the study of differences in cognitive processes. Memory and Cognition, 8, 313–321.
Barron, R. (1994). The sound-to-spelling connection: Orthographic activation in auditory word recognition and its implications for the acquisition of phonological awareness and literacy skills. In V.W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 219–242 ). Dordrecht, The Netherlands: Kluwer Academic Press.
Berninger, V., and Abbott, R. (1994). Multiple orthographic and phonological codes in literacy acquisition: An evolving research program. In V.W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 277–317 ). Dordrecht, The Netherlands: Kluwer Academic Press.
Berninger, V., Yates, C., and Lester, K. (1991). Multiple orthographic codes in reading and writing acquisition. Reading and Writing: An Interdisciplinary Journal, 3, 115–149.
Bond, G.L., and Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5–142..
Bowers, P., Golden, J., Kennedy, A., and Young, A. (1994). Limits upon orthographic knowledge due to processes indexed by naming speed. In V.W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 173–218 ). Dordrecht, The Netherlands: Kluwer Academic Press.
Bradley, L., and Bryant, P.E. (1983). Categorizing sounds and learning to read—a causal connection. Nature, 301, 419–421.
Bradley, L., and Bryant, P.E. (1985). Rhyme and reason in reading and spelling. I.A.R.L.D. Monographs No. 1, Ann Arbor: University of Michigan Press.
Brady, S.A., and Shankweiler, D.P. (1990). Phonological processes in literacy. Hillsdale, NJ: Erlbaum.
Bruce, L.J. (1964). The analysis of word sounds. British Journal of Educational Psychology, 34, 158–170.
Carr, T.H. (1992). Automaticity and cognitive anatomy: Is word recognition “automatic”? American Journal of Psychology, 105, 201–237.
Carr, T.H., and Posner, M.I. (in press). The impact of learning to read on the functional anatomy of language processing. In B. de Gelder and J. Morais (Eds.), Language and literacy: Comparative approaches. Cambridge, MA: MIT Press.
Case, R. (1985). Intellectual development: Birth to adulthood. New York, NY: Academic Press.
Coitheart M., Curtis, B., Atkins, P., and Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributedprocessing approaches. Psychological Review, 100, 589–608.
Content, A., Kolinsky, R., Morais, J., and Bertelson, P. (1986). Phonetic segmentation in pre-readers: Effect of corrective information. Journal of Experimental Child Psychology, 42, 4972.
Corcos, E., and Willows, D. (1993). The processing of orthographic information. In D.M. Willows, R.S. Kruk, and E. Corcos (Eds.), Visual processes in reading and reading disabilities (pp. 163–190 ). Hillsdale, NJ: Erlbaum.
Cunningham, A.E., and Stanovich, K.E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264–274.
Denckla, M., and Rudel, R.G. (1974). Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10, 186–202.
Denckla, M., and Rudel, R.G. (1976). Rapid “automaticed” naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471–479.
Dennett, D. (1991). Consciousness explained. Boston, MA: Little, Brown and Co.
Dunn, L.M., and Dunn, L. (1981). Peabody Picture Vocabulary Test. Circle Pines, MD: American Guidance Service.
Dunn, L.M., and Markwardt, F.C. (1970). Examiner’s manual: Peabody Individual Achievement Test. Circle Pines, MD: American Guidance Service.
Ehri, L.C. (1989). Movement into word reading and spelling: How spelling contributes to reading. In J. Mason (Ed.), Reading and writing connections (pp. 65–81 ). Boston, MA: Allyn Bacon.
Ehri, L.C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P.B. Gough, L.C. Ehri, and R. Treiman (Eds.), Reading acquisition (pp. 107–143 ). Hillsdale, NJ: Erlbaum.
Ehri, L.C. (1994). Development of the ability to read words: Update. In R. Ruddell, M. Ruddell, and H. Singer (Eds.), Theoretical models and processes of reading (pp. 323–353 ). Newark, DE: IRA.
Ehri, L.C., and Wilce, L.S. (1979). The mnemonic value of orthography among beginning readers. Journal of Educational Psychology, 71, 26–40.
Ehri, L.C., and Wilce, L.S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75, 3–18.
Foorman, B.R. (1994). The relevance of a connectionist model of reading for “The Great Debate.” Educational Psychology Review, 6, 25–47.
Foorman, B.R., and Francis, D.J. (1994). Exploring connections among reading, spelling, and phonemic segmentation during first grade. Reading and Writing: An Interdisciplinary Journal, 6, 1–26.
Foorman, B.R., and Francis, D.J., Novy, D., and Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83, 456–469.
Foorman, B.R., Jenkins, L., and Francis, D.J. (1993). Links among segmenting, spelling, and reading words in first and second grades. Reading and Writing: An Interdisciplinary Journal, 5, 116.
Foorman, B.R., and Kinoshita, Y. (1983). Linguistic effects on children’s encoding and decoding performance in Japan, the United States, and England. Child Development, 54, 69–77.
Foorman, B.R., and Liberman, D. (1989). Visual and phonological processing of words: A comparison of good and poor readers. Journal of Learning Disabilities, 22, 349–355.
Foorman, B.R., and Siegel, A.W. (Eds.) (1986). Acquisition of reading skills: Cultural constraints and cognitive universals. Hillsdale, NJ: Erlbaum.
Frith, U. (1985). Beneath the surface of developmental dyslexia. In K.E. Patterson, J.C. Marshall, and M. Coltheart (Eds.), Surface dyslexia (pp. 301–390 ). Hillsdale, NJ: Erlbaum.
Glazier, C.R. (1993). Orthographic and Phonological Spelling Patterns in Second Grade Children. Unpublished Master’s Thesis, University of Houston, Houston, TX
Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443–475.
Goswami, U., and Bryant, P.E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
Hatano, G. (1986). How do Japanese children learn to read?: Orthographic and eco-cultural variables. In B.R. Foorman and A.W. Siegel (Eds.), Acquisition of reading skills: Cultural constraints and cognitive universals (pp. 81–114 ). Hillsdale, NJ: Erlbaum.
Holyoak, K.J. (1991). Symbolic connectionism: Toward third-generation theories of expertise. In K.A. Ericsson and J. Smith (Eds.), Toward a general theory of expertise (pp. 301–335 ). Cambridge, UK: Cambridge University Press.
Jackson, N., Lu, W-H, and Ju, D. (1994). Reading Chinese and reading English: Similarities, differences, and second-language learning. In V. W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 73–109 ). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Juel, C., Griffith, P.L, and Gough, P.B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grades. Journal of Educational Psychology, 78, 243–255.
Just, M.A., and Carpenter, P.A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329354.
Karmiloff-Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1, 61–85.
Karmiloff-Smith, A. (1987). Function and process in comparing language and cognition. In M. Hickmann (Ed.), Social and functional approaches to language and thought. New York, NY: Academic Press.
Labov, W. (1972). Language in the inter-city: Studies in the Black English vernacular. Philadelphia, PA: University of Pennsylvania Press.
Lee, S., Stigler, J.W., and Stevenson, H. (1986). Beginning reading in Chinese and English. In B.R. Foorman and A.W. Siegel (Eds.), Acquisition of reading skills: Cultural constraints and cognitive universals (p. 123–150 ).
Leslie, L., and Shannon, A.J. (1981). Recognition of orthographic structure during beginning reading. Journal of Reading Behavior, 13, 313–324.
Lovegrove, W., Garcia, R.P., and Nicholson, S.B. (1990). Experimental evidence for a transient system deficit in specific reading disability. Journal of the American Optometric Association, 61, 137–146.
Lundberg, I., Frost, J., and Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.
MacLean, M., Bryant, P., and Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255–281.
Manis, F.R., Szeszulski, P.A., Holt, L.K., and Graves, K. (1990). Variation in component word recognition and spelling skills among dyslexic children and normal readers. In T. Carr and B.A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 207–259 ). New York, NY: Academic Press.
McClelland, J.L., and Rumelhart, D.E. (1981). An interactive activation model of context effects in letter perception: Part 1, An account of basic findings. Psychological Review, 88, 375407.
Morais, J. ( 1988, November). Constraints on the development of phonemic awareness. Paper presented in the Symposium on Phonological Processing in Literacy to honor the research of Isabelle Y. Liberman, 39th Annual Conference of the Orton Society, Tampa, FL.
Nakanishi, A. (1980). Writing systems of the world. Rutland, VT: Charles E. Tuttle Co.
Olson, R., Forsberg, H., and Wise, B. (1994). Genes, environment, and the development of orthographic skills. In V. W. Berninger (Ed.), The varieties of orthographic knowledge 1: Theoretical and developmental issues (pp. 27–71 ). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Olson, R.K., Kliegl, R., Davidson, B.J., and Foltz, G. (1985). Individual and developmental differences in reading disability. In G.E. MacKinnon and T.G. Waller (Eds.), Reading research: Advances in theory and practice, Vol 4 (pp. 1–64 ). New York, NY: Academic Press.
Olson, R.K., Wise, B., Conners, F., Rack, J., and Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339–348.
Plaut, D.C., and McClelland, J.L. (1993). Generalization with componential attractors: Word and nonword reading in an attractor network. In Proceedings of the 15th annual conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.
Perfetti, C.A. (1991). Representations and awareness in the acquisition of reading competence. In L. Rieben and C.A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 33–46 ). Hillsdale, NJ: Erlbaum.
Perfetti, C.A. (1992). The representation problem in reading acquisition. In P.R. Gough, L.C. Ehri, and R. Treiman (Eds.), Reading acquisition (pp. 145–174 ). Hillsdale, NJ: Erlbaum.
Perfetti, C.A., Beck, I., Bell, L., and Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.
Perfetti, C.A., Zhang, S., and Berent, I. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In R. Frost and L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 227–248 ). Amsterdam. North-Holland.
Rack, J., Hulme, C., Snowling, M., and Wightman, J. (1994). The role of phonology in young children learning to read words: The direct-mapping hypothesis. Journal of Experimental Child Psychology, 57, 42–71.
Rack, J., Snowling, M., and Olson, R.K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 28–53.
Rayner, K., and Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall.
Roazzi, A., Dowker, A., and Bryant, P.E. (1993). Phonological abilities of Brazilian street poets. Applied Psycholinguistics, 14, 535–551.
Rosner, J., and Simon, D. (1971). The Auditory Analysis Test: An initial report. Journal of Learning Disabilities, 4, 384–392.
Sacks, O. (1989). Seeing voices. Berkeley, CA: University of California, Berkeley, Press.
Schneider, W. (1987). Connectionism: Is it a paradigm shift for psychology? Behavior Research Methods, Instruments and Computers, 19, 73–83.
Seidenberg, M. (1992). Dyslexia in a computational model of word recognition in reading. In P.B. Gough, L.C. Ehri, and R. Treiman (Eds.), Reading acquisition (pp. 243–274 ). Hillsdale, NH: Erlbaum.
Seidenberg, M. (1993). A connectionist modeling approach to word recognition and dyslexia. Psychological Science, 4, 299304.
Seidenberg, M., and McClelland, J.L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568.
Sejnowski, T.J., and Rosenberg, C.R. (1987). Parallel networds that learn to pronounce English test. Complex Systems, 1, 145168.
Siegel, L.S., Geva, E., and Share, D. (1993). The development of orthographic skills in normal and disabled readers. Unpublished manuscript.
Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
Stanovich, K.E. (1988). The dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590–604.
Stanovich, K.E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P.B. Gough, L.C. Ehri, and R. Treiman (Eds.), Reading acquisition (pp. 307–342 ). Hillsdale, NJ: Erlbaum.
Stanovich, K.E. (1993). The construct validity of discrepancy definitions of reading disability. In G.R. Lyon, D.B. Gray, J.F. Kavanagh, and N.A. Krasnegor (Eds.), Better understanding of learning disabilities (pp. 273–308 ). Baltimore, MD: Brookes.
Stanovich, K.E., Cunningham, A.E., and Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175–190.
Stanovich, K.E., and West, R.F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402–433.
Stanovich, K.E., West, R.F., and Cunningham, A.E. (1992). Beyond phonological processes: Print exposure and orthographic processing. In S.A. Brady and D. Shankweiler (Eds.), Phonological processes in literacy (pp. 219–235 ). Hillsdale, NJ: Erlbaum.
Stevenson, H.W., Parker, T., Wilkinson, A., Hegion, A., and Fish, E. (1976). Longitudinal study of individual differences in cognitive development and scholastic achievement. Journal of Educational Psychology, 68, 377–400.
Sulzby, E., and Teale, W. (1991). Emergent literacy. In R. Barr, M.L. Kamil, P. Mosenthal, and P.D. Pearson (Eds.), Handbook of reading research, Vol. II (pp. 727–758 ). New York, NY: Longman.
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161–181.
Tunmer, W.E., and Nesdale, A.R. (1985). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77, 417–427.
Orden, G.C., Pennington, B.F., and Stone, G.O. (1990). Word identificaion in reading and the promise of subsymbolic psycholinguistics. Psychological Review, 97, 488–522.
Vellutino, F.R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83, 437–443.
Vellutino, F.R., and Scanlon, D.M. (1984). Converging perspectives in the study of the reading process: Reactions to the papers presented by Morrison, Siegel and Ryan, and Stanovich. Remedial and Special Education, 5, 39–44.
Vellutino, F.R., Scanlon, D.M., and Tanzman, M.S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 279–332 ). Baltimore, MD: Brookes.
Wagner, R., and Barker, T. (1994). The development of orthographic processing ability. In V. W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 243–275 ). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Wagner, R.K., and Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.
Wagner, R.K., Torgesen, J.K., and Rashotte, C.A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–87.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 134.
Wolf, M., Pfeil, C., Lotz, R., and Biddle, K. (1994). Towards a more universal understanding of the developmental dyslexias: The contribution of orthographic factors. In V. W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 131–171 ). Dordrecht, The Netherlands: Klwer Academic Publishers.
Wolf, M., Bally, H., and Morris, R. (1986). Automaticity, retrieval processes and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988–1005.
Yaden, D.B., Smolkin, L.B., and Conlin, A. (1989). Preschoolers’ questions about pictures, print convention, and story text during reading aloud at home. Reading Research Quarterly, 24, 188–214.
Yopp, H.K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.
Zhang, S., and Perfetti, C.A. (1993). The tongue-twister effect in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1082–1093.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1994 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Foorman, B.R. (1994). Phonological and Orthographic Processing: Separate but Equal?. In: Berninger, V.W. (eds) The Varieties of Orthographic Knowledge. Neuropsychology and Cognition, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-3492-9_10
Download citation
DOI: https://doi.org/10.1007/978-94-017-3492-9_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-4460-0
Online ISBN: 978-94-017-3492-9
eBook Packages: Springer Book Archive