Acquiring Recoding Competence: Toward a Meaning Driven Interactive Model

摘要: As children move from prereading into reading, they come to understand how the writing system represents speech. Those who read logographic scripts realize that speech is transcribed at word level; learn syllabaries discover syllable level of representation; readers alphabets find it phoneme, or sound, unit transcription. These three levels print-to-speech representation—word, and sound—provide beginning with significantly different options for recognizing learning written words. Whereas systems must put considerable time energy remembering a unique symbol each spoken word, those can pronounce great many words knowledge relatively few symbol-to-sound correspondences. Alphabets therefore offer an economical, sound-based route learning, provided would-be use map.