Decoding and sight-word naming: Are they independent components of word recognition skill?

摘要: Word recognition skill is the foundation of reading process. could be accomplished by two major strategies: phonological decoding and sight-word reading, latter being a marker for proficient reading. There is, however, controversy regarding relationship between whether are independent or built on foundations former. A related about instructional strategy to use whole-word method improve word skills, first build skills then introduce sight words. Five goals were set up address these issues: (a) developing criterion that can used easily classroom teachers assess ability, (b) examining this (c) identifying mechanism explain relationship, (d) factors facilitate (e) discussing potential implications findings. In order accomplish goals, naming time word-naming accuracy three groups subjects (elementary school children, children identified as having disability, college students) studied using variety verbal materials. The over-all conclusions difference in letters words metric assessing skill. Sight-word appears intimately decoding. parallel processing constituent influenced also semantic nature It conjectured instruction likely successful if firmly established first.