A connectionist perspective on the development of reading skills in children

M. Snowling; C. Hulme; K. Nation

A connectionist perspective on the development of reading skills in children

Psychology

Research output: Contribution to journal › Literature review › peer-review

Abstract

The development of decoding skills has traditionally been viewed as a stage-like process during which children's reading strategies change as a consequence of the acquisition of phonological awareness. More explicit accounts of the mechanisms involved in learning to read are provided by recent connectionist models in which children learn mappings initially between orthography and phonology, and later between orthography, phonology and semantics. Evidence from studies of reading development suggests that learning to read is determined primarily by the status of a child's phonological representations and is therefore compromised in dyslexic children who have phonological deficits. Children who have language impairments encompassing deficits in semantic representations have qualitatively different reading problems centring on difficulties with reading comprehension and in learning to read exception words.

Original language	English
Pages (from-to)	88-91
Number of pages	4
Journal	Trends in Cognitive Sciences
Volume	1
Issue number	3
Publication status	Published - Jun 1997

Cite this

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title = "A connectionist perspective on the development of reading skills in children",

abstract = "The development of decoding skills has traditionally been viewed as a stage-like process during which children's reading strategies change as a consequence of the acquisition of phonological awareness. More explicit accounts of the mechanisms involved in learning to read are provided by recent connectionist models in which children learn mappings initially between orthography and phonology, and later between orthography, phonology and semantics. Evidence from studies of reading development suggests that learning to read is determined primarily by the status of a child's phonological representations and is therefore compromised in dyslexic children who have phonological deficits. Children who have language impairments encompassing deficits in semantic representations have qualitatively different reading problems centring on difficulties with reading comprehension and in learning to read exception words.",

author = "M. Snowling and C. Hulme and K. Nation",

year = "1997",

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journal = "Trends in Cognitive Sciences",

issn = "1364-6613",

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T1 - A connectionist perspective on the development of reading skills in children

AU - Snowling, M.

AU - Hulme, C.

AU - Nation, K.

PY - 1997/6

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N2 - The development of decoding skills has traditionally been viewed as a stage-like process during which children's reading strategies change as a consequence of the acquisition of phonological awareness. More explicit accounts of the mechanisms involved in learning to read are provided by recent connectionist models in which children learn mappings initially between orthography and phonology, and later between orthography, phonology and semantics. Evidence from studies of reading development suggests that learning to read is determined primarily by the status of a child's phonological representations and is therefore compromised in dyslexic children who have phonological deficits. Children who have language impairments encompassing deficits in semantic representations have qualitatively different reading problems centring on difficulties with reading comprehension and in learning to read exception words.

AB - The development of decoding skills has traditionally been viewed as a stage-like process during which children's reading strategies change as a consequence of the acquisition of phonological awareness. More explicit accounts of the mechanisms involved in learning to read are provided by recent connectionist models in which children learn mappings initially between orthography and phonology, and later between orthography, phonology and semantics. Evidence from studies of reading development suggests that learning to read is determined primarily by the status of a child's phonological representations and is therefore compromised in dyslexic children who have phonological deficits. Children who have language impairments encompassing deficits in semantic representations have qualitatively different reading problems centring on difficulties with reading comprehension and in learning to read exception words.

M3 - Literature review

SN - 1364-6613

VL - 1

SP - 88

EP - 91

JO - Trends in Cognitive Sciences

JF - Trends in Cognitive Sciences

IS - 3

ER -