TY - JOUR
T1 - Children's and adults' reading of nonwords
T2 - effects of regularity and consistency
AU - Coltheart, Veronika
AU - Leahy, Judi
PY - 1992/7
Y1 - 1992/7
N2 - The procedures used by novice readers to assemble pronunciations for nonwords were investigated. Children in Grades 1-3 read aloud consonant-vowel-consonant and longer monosyllabic nonwords. By the end of Grade 1, children displayed a good grasp of grapheme-phoneme (G-P) correspondences (e.g., ai, ow). Grade 2 and 3 readers increasingly used larger orthographic correspondences termed rimes (e.g., -ook, -ild). However, G-P correspondences determined most responses. Adults likewise used G-P rules when reading aloud nonwords and were more accurate at applying the rules. The strong reliance of Grade 1 and 2 readers on G-P rules was also demonstrated by their superior oral reading of regular words along with a tendency to regularize exception words (e.g., reading bull to rhyme with dull).
AB - The procedures used by novice readers to assemble pronunciations for nonwords were investigated. Children in Grades 1-3 read aloud consonant-vowel-consonant and longer monosyllabic nonwords. By the end of Grade 1, children displayed a good grasp of grapheme-phoneme (G-P) correspondences (e.g., ai, ow). Grade 2 and 3 readers increasingly used larger orthographic correspondences termed rimes (e.g., -ook, -ild). However, G-P correspondences determined most responses. Adults likewise used G-P rules when reading aloud nonwords and were more accurate at applying the rules. The strong reliance of Grade 1 and 2 readers on G-P rules was also demonstrated by their superior oral reading of regular words along with a tendency to regularize exception words (e.g., reading bull to rhyme with dull).
UR - http://www.scopus.com/inward/record.url?scp=0026885556&partnerID=8YFLogxK
M3 - Article
C2 - 1385612
AN - SCOPUS:0026885556
SN - 0278-7393
VL - 18
SP - 718
EP - 729
JO - Journal of Experimental Psychology: Learning, Memory, and Cognition
JF - Journal of Experimental Psychology: Learning, Memory, and Cognition
IS - 4
ER -