Printed word learning in beginning readers

摘要: Abstract Three experiments using beginning Dutch readers (7 and 8 years of age) as subjects provide evidence that visually recognizing the unique graphemic structure words is an important component in word identification, even at rather early stages learning to read. Only a moderate amount practice reading strings letters was necessary for young children read regular spelling faster than altered preserved sound. In normal beginners this effect appeared regardless their ability identify first time; learning-disabled children, matched overall speed, about compositions seems proceed much slower rate. The results are discussed with regard importance building accurate entries mental lexicon acquiring fluency reading.