Simplifying reading : applying the simplicity principle to reading
Vousden, Janet I., Ellefson, Michelle R., Solity, Jonathan and Chater, Nick. (2010) Simplifying reading : applying the simplicity principle to reading. Cognitive Science, Vol.35 (No.1). pp. 34-78. ISSN 0364-0213Full text not available from this repository.
Official URL: http://dx.doi.org/10.1111/j.1551-6709.2010.01134.x
Debates concerning the types of representations that aid reading acquisition have often been influenced by the relationship between measures of early phonological awareness (the ability to process speech sounds) and later reading ability. Here, a complementary approach is explored, analyzing how the functional utility of different representational units, such as whole words, bodies (letters representing the vowel and final consonants of a syllable), and graphemes (letters representing a phoneme) may change as the number of words that can be read gradually increases. Utility is measured by applying a Simplicity Principle to the problem of mapping from print to sound; that is, assuming that the "best'' representational units for reading are those which allow the mapping from print to sounds to be encoded as efficiently as possible. Results indicate that when only a small number of words are read whole-word representations are most useful, whereas when many words can be read graphemic representations have the highest utility.
|Item Type:||Journal Article|
|Divisions:||Faculty of Social Sciences > Warwick Business School > Behavioural Science
Faculty of Social Sciences > Warwick Business School
|Journal or Publication Title:||Cognitive Science|
|Page Range:||pp. 34-78|
|Access rights to Published version:||Restricted or Subscription Access|
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