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

David L. Share; Anthony F. Jorm

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

Department of Learning Disabilities

Research output: Contribution to journal › Article › peer-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 language	English
Pages (from-to)	509-513
Number of pages	5
Journal	Cahiers de Psychologie Cognitive/Current Psychology of Cognition
Volume	7
State	Published - 1987

Bibliographical note

Keywords

*Language Development
*Literacy
*Phonology
Alphabets
Reading

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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

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).",

keywords = "*Language Development, *Literacy, *Phonology, Alphabets, Reading",

author = "Share, \{David L.\} and Jorm, \{Anthony F.\}",

year = "1987",

language = "English",

volume = "7",

pages = "509--513",

journal = "Cahiers de Psychologie Cognitive/Current Psychology of Cognition",

issn = "0249-9185",

publisher = "Association pour la Diffusion des Recherches en Sciences Cognitives de Langue Francaise",

}

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T2 - Co-Requisite to reading, Vital for Self-Teaching, Requiring Phonological Memory

AU - Share, David L.

AU - Jorm, Anthony F.

PY - 1987

Y1 - 1987

N2 - 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).

AB - 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).

KW - Language Development

KW - Literacy

KW - Phonology

KW - Alphabets

KW - Reading

UR - https://psycnet.apa.org/record/1988-35346-001

M3 - Article

SN - 0249-9185

VL - 7

SP - 509

EP - 513

JO - Cahiers de Psychologie Cognitive/Current Psychology of Cognition

JF - Cahiers de Psychologie Cognitive/Current Psychology of Cognition

ER -

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

Abstract

Bibliographical note

Keywords

UN SDGs

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Cite this