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Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

Original publication

DOI

10.1098/rstb.2009.0119

Type

Journal article

Journal

Philos Trans R Soc Lond B Biol Sci

Publication Date

27/12/2009

Volume

364

Pages

3665 - 3674

Keywords

Child, Humans, Learning, Phonetics, Reading, Visual Perception, Vocabulary