Year: 2016
Type: conference-paper
Abstract: In 2012, a Year 1 phonics screening check (including 20 nonwords and 20 regular words) was introduced for all six-year olds in the UK. Talks 1 and 2 present evidence that irregular word reading has declined and nonword reading has improved as a consequence. Second, we look at how different cognitive skills are involved in the two types of reading. The dual-route theory hypothesizes two separate routes for reading nonwords/regular words (phonological recoding route) and irregular words (lexical route). Talks 3 and 4 investigate the predictors of lexical and phonological reading respectively.
Source: Pure (Coventry University)
Institutions: University of Reading, Aston University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2946237950