Recognition of Orthographic Structure during Beginning Reading

摘要: The development of knowledge orthographic structure among beginning readers was examined by testing their ability to discern which word in a pair looked most like word. One hundred forty-five children preschool, kindergarten, first and second grades were given three tasks measuring tests letter, numeral recognition on two occa- sions six months apart. task assessed the that words did not contain numbers; another certain consonant clusters do occur English. Results showed word-recognition ability, rather than grade level, correlated highly (.80) with knowledge. Letter cor- related (.66) numbers. results discriminant-function analysis indicated an early second-grade level recogni- tion predicted above-chance performance third task. discussed relation interactive-compensatory model reading.