Segmental Analysis: Co-Requisite to reading, Vital for Self-Teaching, Requiring Phonological Memory

David L. Share, Anthony F. Jorm

Research output: Contribution to journalArticlepeer-review

Abstract

Comments on the views of J. Morais et al (see record 1988-35331-001) regarding segmental analysis and alphabetic literacy. It is asserted that segmental analysis ability (1) is a corequisite (not a prerequisite) for alphabetic reading, (2) is important to the development of a self-teaching mechanism for new words, and (3) requires efficient coding of phonological information in long-term memory (a noted difficulty in poor readers).
Original languageEnglish
Pages (from-to)509-513
Number of pages5
JournalCahiers de Psychologie Cognitive/Current Psychology of Cognition
Volume7
StatePublished - 1987

Bibliographical note

(PsycINFO Database Record (c) 2016 APA, all rights reserved)

Keywords

  • *Language Development
  • *Literacy
  • *Phonology
  • Alphabets
  • Reading

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