The speech code and learning to read

The speech code and learning to read

Good and poor readers in the 2nd grade can be distinguished by the extent to which their recall of random letter strings is affected by the phonetic characteristics (rhyming or not rhyming) of the items. The recall performance of 16 mildly backward readers was less penalized by phonetic confusabilit...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of Experimental Psychology : Human Learning and Memory 1979-11, Vol.5 (6), p.531-545
1. Verfasser: Shankweiler, Donald
Format: Artikel
Sprache:eng
Schlagworte:
Auditory Stimulation
Elementary School Students
Human
Letters (Alphabet)
Phonetics
Reading Ability
Recall (Learning)
Visual Stimulation
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 545
container_issue 6
container_start_page 531
container_title Journal of Experimental Psychology : Human Learning and Memory
container_volume 5
creator Shankweiler, Donald
description Good and poor readers in the 2nd grade can be distinguished by the extent to which their recall of random letter strings is affected by the phonetic characteristics (rhyming or not rhyming) of the items. The recall performance of 16 mildly backward readers was less penalized by phonetic confusability than that of 17 superior readers, and 13 severely backward readers showed a still weaker effect of confusability. These results were obtained not only for visual presentation of the letter strings (Exps I-II) but also for auditory presentation (Exp III). Taken together, the findings support the hypothesis that good and poor readers differ in their use of phonetic coding in working memory, whatever the sensory route of access, and suggest that individual variation in coding efficiency may be a relevant factor in learning to read. It is suggested that a number of memory-related problems typical of poor readers may be manifestations of deficiencies in phonetic coding. (35 ref)
doi_str_mv 10.1037/0278-7393.5.6.531
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_1839876793</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>614325963</sourcerecordid><originalsourceid>FETCH-LOGICAL-a326t-eee81e35ecfeafe80f8a3515808814b624623e26e279b1bfc9f7f1977aa389cd3</originalsourceid><addsrcrecordid>eNp1kM1Kw0AYRQdRsFYfwF1Qt4nzzWT-llL8g4Kbuh4mk29sS5rEmRTs25tQ0ZWruzncA4eQa6AFUK7uKVM6V9zwQhSyEBxOyIxxpnKjSnFKZpQamYMAcU4uUtpSSmUpYEbuVmvMUo_o15nvasxcW2cNuthu2o9s6LKIrr4kZ8E1Ca9-dk7enx5Xi5d8-fb8unhY5o4zOeSIqAG5QB_QBdQ0aMdHpaZaQ1lJVkrGkUlkylRQBW-CCmCUco5r42s-JzfH3z52n3tMg912-9iOSiuh5EwYyUfo9j8INDdaSWUmCo6Uj11KEYPt42bn4sECtVMxOxWzUzErrLRjsb9n1zvbp4N3cdj4BpP9ana_1DdGv2e5</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614325963</pqid></control><display><type>article</type><title>The speech code and learning to read</title><source>EBSCOhost APA PsycARTICLES</source><source>Periodicals Index Online</source><creator>Shankweiler, Donald</creator><creatorcontrib>Shankweiler, Donald</creatorcontrib><description>Good and poor readers in the 2nd grade can be distinguished by the extent to which their recall of random letter strings is affected by the phonetic characteristics (rhyming or not rhyming) of the items. The recall performance of 16 mildly backward readers was less penalized by phonetic confusability than that of 17 superior readers, and 13 severely backward readers showed a still weaker effect of confusability. These results were obtained not only for visual presentation of the letter strings (Exps I-II) but also for auditory presentation (Exp III). Taken together, the findings support the hypothesis that good and poor readers differ in their use of phonetic coding in working memory, whatever the sensory route of access, and suggest that individual variation in coding efficiency may be a relevant factor in learning to read. It is suggested that a number of memory-related problems typical of poor readers may be manifestations of deficiencies in phonetic coding. (35 ref)</description><identifier>ISSN: 0096-1515</identifier><identifier>ISSN: 0278-7393</identifier><identifier>EISSN: 2327-9745</identifier><identifier>EISSN: 1939-1285</identifier><identifier>DOI: 10.1037/0278-7393.5.6.531</identifier><language>eng</language><publisher>Washington: American Psychological Association</publisher><subject>Auditory Stimulation ; Elementary School Students ; Human ; Letters (Alphabet) ; Phonetics ; Reading Ability ; Recall (Learning) ; Visual Stimulation</subject><ispartof>Journal of Experimental Psychology : Human Learning and Memory, 1979-11, Vol.5 (6), p.531-545</ispartof><rights>1979 American Psychological Association</rights><rights>1979, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a326t-eee81e35ecfeafe80f8a3515808814b624623e26e279b1bfc9f7f1977aa389cd3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27850,27905,27906</link.rule.ids></links><search><creatorcontrib>Shankweiler, Donald</creatorcontrib><title>The speech code and learning to read</title><title>Journal of Experimental Psychology : Human Learning and Memory</title><description>Good and poor readers in the 2nd grade can be distinguished by the extent to which their recall of random letter strings is affected by the phonetic characteristics (rhyming or not rhyming) of the items. The recall performance of 16 mildly backward readers was less penalized by phonetic confusability than that of 17 superior readers, and 13 severely backward readers showed a still weaker effect of confusability. These results were obtained not only for visual presentation of the letter strings (Exps I-II) but also for auditory presentation (Exp III). Taken together, the findings support the hypothesis that good and poor readers differ in their use of phonetic coding in working memory, whatever the sensory route of access, and suggest that individual variation in coding efficiency may be a relevant factor in learning to read. It is suggested that a number of memory-related problems typical of poor readers may be manifestations of deficiencies in phonetic coding. (35 ref)</description><subject>Auditory Stimulation</subject><subject>Elementary School Students</subject><subject>Human</subject><subject>Letters (Alphabet)</subject><subject>Phonetics</subject><subject>Reading Ability</subject><subject>Recall (Learning)</subject><subject>Visual Stimulation</subject><issn>0096-1515</issn><issn>0278-7393</issn><issn>2327-9745</issn><issn>1939-1285</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1979</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNp1kM1Kw0AYRQdRsFYfwF1Qt4nzzWT-llL8g4Kbuh4mk29sS5rEmRTs25tQ0ZWruzncA4eQa6AFUK7uKVM6V9zwQhSyEBxOyIxxpnKjSnFKZpQamYMAcU4uUtpSSmUpYEbuVmvMUo_o15nvasxcW2cNuthu2o9s6LKIrr4kZ8E1Ca9-dk7enx5Xi5d8-fb8unhY5o4zOeSIqAG5QB_QBdQ0aMdHpaZaQ1lJVkrGkUlkylRQBW-CCmCUco5r42s-JzfH3z52n3tMg912-9iOSiuh5EwYyUfo9j8INDdaSWUmCo6Uj11KEYPt42bn4sECtVMxOxWzUzErrLRjsb9n1zvbp4N3cdj4BpP9ana_1DdGv2e5</recordid><startdate>197911</startdate><enddate>197911</enddate><creator>Shankweiler, Donald</creator><general>American Psychological Association</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7WH</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>197911</creationdate><title>The speech code and learning to read</title><author>Shankweiler, Donald</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a326t-eee81e35ecfeafe80f8a3515808814b624623e26e279b1bfc9f7f1977aa389cd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1979</creationdate><topic>Auditory Stimulation</topic><topic>Elementary School Students</topic><topic>Human</topic><topic>Letters (Alphabet)</topic><topic>Phonetics</topic><topic>Reading Ability</topic><topic>Recall (Learning)</topic><topic>Visual Stimulation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Shankweiler, Donald</creatorcontrib><collection>CrossRef</collection><collection>Periodicals Index Online Segment 50</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of Experimental Psychology : Human Learning and Memory</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Shankweiler, Donald</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The speech code and learning to read</atitle><jtitle>Journal of Experimental Psychology : Human Learning and Memory</jtitle><date>1979-11</date><risdate>1979</risdate><volume>5</volume><issue>6</issue><spage>531</spage><epage>545</epage><pages>531-545</pages><issn>0096-1515</issn><issn>0278-7393</issn><eissn>2327-9745</eissn><eissn>1939-1285</eissn><abstract>Good and poor readers in the 2nd grade can be distinguished by the extent to which their recall of random letter strings is affected by the phonetic characteristics (rhyming or not rhyming) of the items. The recall performance of 16 mildly backward readers was less penalized by phonetic confusability than that of 17 superior readers, and 13 severely backward readers showed a still weaker effect of confusability. These results were obtained not only for visual presentation of the letter strings (Exps I-II) but also for auditory presentation (Exp III). Taken together, the findings support the hypothesis that good and poor readers differ in their use of phonetic coding in working memory, whatever the sensory route of access, and suggest that individual variation in coding efficiency may be a relevant factor in learning to read. It is suggested that a number of memory-related problems typical of poor readers may be manifestations of deficiencies in phonetic coding. (35 ref)</abstract><cop>Washington</cop><pub>American Psychological Association</pub><doi>10.1037/0278-7393.5.6.531</doi><tpages>15</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0096-1515
ispartof Journal of Experimental Psychology : Human Learning and Memory, 1979-11, Vol.5 (6), p.531-545
issn 0096-1515
0278-7393
2327-9745
1939-1285
language eng
recordid cdi_proquest_journals_1839876793
source EBSCOhost APA PsycARTICLES; Periodicals Index Online
subjects Auditory Stimulation
Elementary School Students
Human
Letters (Alphabet)
Phonetics
Reading Ability
Recall (Learning)
Visual Stimulation
title The speech code and learning to read
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-20T20%3A24%3A13IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20speech%20code%20and%20learning%20to%20read&rft.jtitle=Journal%20of%20Experimental%20Psychology%20:%20Human%20Learning%20and%20Memory&rft.au=Shankweiler,%20Donald&rft.date=1979-11&rft.volume=5&rft.issue=6&rft.spage=531&rft.epage=545&rft.pages=531-545&rft.issn=0096-1515&rft.eissn=2327-9745&rft_id=info:doi/10.1037/0278-7393.5.6.531&rft_dat=%3Cproquest_cross%3E614325963%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=614325963&rft_id=info:pmid/&rfr_iscdi=true