Abstract
Why are we studying orthographic knowledge? Over the last 15 years, a majority of investigations of reading have been concerned with word recognition processes. In particular, they have focused on the role of cognitive and phonological processes in reading acquisition and reading disabilities. These studies have led most researchers and theoreticians to the conclusion that “automatic” word recognition is the primary factor underlying reading fluency and reading comprehension, that word recognition proficiency is based on the development of phonological processing abilities, and that the variance unaccounted for is relatively minimal (Cunningham & Stanovich, 1990; Stanovich & West, 1989; Stanovich, West & Cunningham, 1992). It would seem, then, that research on orthographic processing can contribute in only a minor way to our understanding of reading acquisition and disability.KeywordsWord RecognitionPhonological AwarenessReading DisabilityPhonological ProcessLexical ItemThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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