Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development

Journal article


Thompson, Brian, Fletcher-Flinn, Claire, Wilson, Kathryn, McKay, Michael and Margrain, Valerie. (2015) Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development. Cognition (print). 136, pp. 166 - 185. https://doi.org/10.1016/j.cognition.2014.11.032
AuthorsThompson, Brian, Fletcher-Flinn, Claire, Wilson, Kathryn, McKay, Michael and Margrain, Valerie
Abstract

Predictions from theories of the processes of word reading acquisition have rarely been tested against evidence from exceptionally early readers. The theories of Ehri, Share, and Byrne, and an alternative, Knowledge Sources theory, were so tested. The former three theories postulate that full development of context-free letter sounds and awareness of phonemes are required for normal acquisition, while the claim of the alternative is that with or without such, children can use sublexical information from their emerging reading vocabularies to acquire word reading. Results from two independent samples of children aged 3–5, and 5 years, with mean word reading levels of 7 and 9 years respectively, showed underdevelopment of their context-free letter sounds and phoneme awareness, relative to their word reading levels and normal comparison samples. Despite such underdevelopment, these exceptional readers engaged in a form of phonological recoding that enabled pseudoword reading, at the level of older-age normal controls matched on word reading level. Moreover, in the 5-year-old sample further experiments showed that, relative to normal controls, they had a bias toward use of sublexical information from their reading vocabularies for phonological recoding of heterophonic pseudowords with irregular consistent spelling, and were superior in accessing word meanings independently of phonology, although only if the readers were without exposure to explicit phonics. The three theories were less satisfactory than the alternative theory in accounting for the learning of the exceptionally early readers.

Year2015
JournalCognition (print)
Journal citation136, pp. 166 - 185
ISSN0010-0277
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cognition.2014.11.032
Page range166 - 185
Research GroupSchool of Philosophy
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/897vv/learning-with-sublexical-information-from-emerging-reading-vocabularies-in-exceptionally-early-and-normal-reading-development

Restricted files

Publisher's version

  • 2
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

And the gifted child? A textual analysis of Te Whariki
Margrain, Valerie. (2017) And the gifted child? A textual analysis of Te Whariki. Early Education. 62, pp. 19 - 26.
Different means me: I just learn differently
Margrain, Valerie and Farrugia, Anna. (2017) Different means me: I just learn differently. In In J. Berman and J. MacArthur (Ed.). Student perspectives on school: Informing inclusive practice pp. 93 - 110 Brill Sense. https://doi.org/10.1163/9789463512459
Assessment for learning with young gifted children
Dean, Jo and Margrain, Valerie. (2015) Assessment for learning with young gifted children. In In V. Margrain, C. Murphy and J. Dean (Ed.). Giftedness in the early years: Informing, learning and teaching pp. 57 - 74 NZCER Press.
Talking together: Supporting gifted children and positive transitions to school
Cameron, Monica and Margrain, Valerie. (2015) Talking together: Supporting gifted children and positive transitions to school. In In V. Margrain, C. Murphy and J. Dean (Ed.). Giftedness in the early years: Informing, learning and teaching pp. 163 - 180 NZCER Press.
Supporting the advocates of young gifted children: Weaving connections and inspiration
Margrain, Valerie and Dean, Jo. (2015) Supporting the advocates of young gifted children: Weaving connections and inspiration. In In V. Margrain, C. Murphy and J. Dean (Ed.). Giftedness in the early years: Informing, learning and teaching pp. 200 - 216 NZCER Press.
Student teacher views of text in early learning environments : Images from Sweden and New Zealand
Mellgren, Elisabeth and Margrain, Valerie. (2015) Student teacher views of text in early learning environments : Images from Sweden and New Zealand. Early Child Development and Care. 185(9), pp. 1528 - 1544. https://doi.org/10.1080/03004430.2014.1003554
Akobarn: developing NZ-Sweden early years teaching-research collaboration
Margrain, Valerie and Mellgren, Elisabeth. (2015) Akobarn: developing NZ-Sweden early years teaching-research collaboration. Early Education. 57(Autumn/Winter), pp. 7 - 13.
The myth busters: Fearless, inclusive teaching for young gifted children
Wong, Melanie and Margrain, Valerie. (2015) The myth busters: Fearless, inclusive teaching for young gifted children. In In V. Margrain, C. Murphy and J. Dean (Ed.). Giftedness in the early years: Informing, learning and teaching pp. 105 - 127 NZCER Press.
Education of gifted young children: Contingency of views on first-hand experience and conception of giftedness
Margrain, Valerie, Lee, Scott and Farquhar, Sarah-Eve. (2013) Education of gifted young children: Contingency of views on first-hand experience and conception of giftedness. Apex: The New Zealand Journal of Gifted Education. 18(1), pp. 1 - 13.
"If you talk, you are just talking. If I talk is that bragging?": Perspectives of parents with young gifted children in New Zealand
Chellapan, Lakshmi and Margrain, Valerie. (2013) "If you talk, you are just talking. If I talk is that bragging?": Perspectives of parents with young gifted children in New Zealand. Apex: The New Zealand Journal of Gifted Education. 18(1), pp. 1 - 15.
Noticing, recognising and responding to exceptional learners: Narrative assessment for inclusive learning and teaching
Margrain, Valerie. (2013) Noticing, recognising and responding to exceptional learners: Narrative assessment for inclusive learning and teaching. In Inclusive education: Perspectives on professional practice pp. 220 - 233 Dunmore Publishing.
The education of gifted children in the early years: A first survey of views, teaching practices, resourcing and administration issues
Margrain, Valerie and Farquhar, Sarah. (2012) The education of gifted children in the early years: A first survey of views, teaching practices, resourcing and administration issues. Apex: The New Zealand Journal of Gifted Education. 17(1), pp. 1 - 13.
Assessment for learning with young gifted children
Margrain, Valerie Gail. (2011) Assessment for learning with young gifted children. Apex: The New Zealand Journal of Gifted Education. 16(1), pp. 1 - 12.
Restoring the Individual
Macfarlane, Sonja, Macfarlane, Angus and Margrain, Valerie Gail. (2011) Restoring the Individual. In In V Margrain and A H Macfarlane (Ed.). pp. 147 - 172 NZCER Press.
Connecting Curriculum
Margrain, Valerie Gail and Dharan, Vijaya. (2011) Connecting Curriculum. In In V Margrain, and A H Macfarlane (Ed.). pp. 64 - 82 NZCER Press.
He Tapuwae o Mua: Footsteps Towards Responsive Engagement with Challenging Behaviour
Macfarlane, Angus and Margrain, Valerie Gail. (2011) He Tapuwae o Mua: Footsteps Towards Responsive Engagement with Challenging Behaviour. In In V Margrain, and A H Macfarlane (Ed.). pp. 7 - 26 NZCER Press.
Parent-Teacher Partnership for Gifted Early Readers in New Zealand
Margrain, Valerie. (2010) Parent-Teacher Partnership for Gifted Early Readers in New Zealand. International Journal About Parents in Education. 4(1), pp. 39 - 48.
Narratives of young gifted children
Margrain, Valerie Gail. (2010) Narratives of young gifted children. Kairaranga. 11(2), pp. 33 - 38.
Parents of gifted preschoolers: Responsive advocates
Margrain, Valerie. (2009) Parents of gifted preschoolers: Responsive advocates. In J. Manuel, P. Brock and D. Carter (Ed.). Annual international conference of the European network about parents in education. Sweden: Lulea University of Technology. pp. 39 - 48
"ka pai - well done": Student teacher perceptions of assessment feedback in distance learning
Margrain, Valerie Gail, Everiss, Liz, Murphy, Trish, Edlin, Angela, McClew, Jenny and Meade, Anne. (2009) "ka pai - well done": Student teacher perceptions of assessment feedback in distance learning. In In L.H.Meyer, S. Davidson and H. Anderson et al. (Ed.). Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice and Research pp. 129 - 139 Ako Aotearoa.
Does the type of reading instruction have an influence on how readers process print?
Connelly, Vincent, Thompson, Brian, Fletcher-Flinn, Claire and McKay, Michael. (2009) Does the type of reading instruction have an influence on how readers process print? In In C. Wood and V. Connelly (Ed.). Contemporary perspectives on reading and spelling pp. 239 - 253 Routledge.
Narratives for learning: Sharing giftedness through learning stories
Margrain, Valerie. (2009) Narratives for learning: Sharing giftedness through learning stories. National Conference on Gifted Education. New Zealand: Reach Education. pp. 1 - 11
Reading vocabulary influences in phonological recoding during the development of reading skill: A re-examination of theory and practice
McKay, Michael F. and Thompson, Brian. (2009) Reading vocabulary influences in phonological recoding during the development of reading skill: A re-examination of theory and practice. Reading and Writing: An interdisciplinary journal. 22(2), pp. 167 - 184. https://doi.org/10.1007/s11145-007-9106-6
Inside the greenhouse: Hothousing, cultivating, tending or nurturing precocious readers?
Margrain, Valerie. (2007) Inside the greenhouse: Hothousing, cultivating, tending or nurturing precocious readers? New Zealand Research in Early Childhood Education. 10, pp. 33 - 45.
Do roosters have chins? Insights into parenting a young child who is gifted
Murphy, Caterina and Margrain, Valerie. (2007) Do roosters have chins? Insights into parenting a young child who is gifted. First Years Nga Tau Tuatahi. 9(1), pp. 16 - 20.
Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency
Thompson, G. Brian, McKay, Michael F., Fletcher-Finn, Claire M., Connelly, Vincent, Kaa, Richard T. and Ewing, Jason. (2007) Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency. Reading and Writing. 21(5), pp. 505 - 537. https://doi.org/10.1007/s11145-007-9075-9
In the Eye of the Beholder
Margrain, Valerie. (2006) In the Eye of the Beholder. Kairaranga. 7(2), pp. 5 - 10.
Case studies of precocious readers: Self regulated and spontaneous literacy achievement
Margrain, Valerie. (2006) Case studies of precocious readers: Self regulated and spontaneous literacy achievement. Biennial meeting of the international society for the study of behavioural development. Australia: Australasian Human Development Association. pp. 1 - 32
New theory for understanding reading and reading disability
McKay, Michael, Thompson, Brian and Fletcher-Flinn, Claire. (2004) New theory for understanding reading and reading disability. Australian Journal of Learning Difficulties. 9(2), pp. 3 - 7.
Nursing stress: The effects of coping strategies and job satisfaction in a sample of Australian nurses
Healy, Christine M. and McKay, Michael. (2000) Nursing stress: The effects of coping strategies and job satisfaction in a sample of Australian nurses. Journal of Advanced Nursing. 31(3), pp. 681 - 688. https://doi.org/10.1046/j.1365-2648.2000.01323.x