Metalinguistic Abilities, Phonological Recoding Skill, and the Use of Context in Beginning Reading Development: A Longitudinal Study
The purpose of this study was to test the relationships among learning strategies and cognitive prerequisites of beginning reading development in an alphabetic orthography. This model, which is presented in Fig. 37.1, is similar to a model of early reading acquisition developed by David Share and colleagues (Jorm & Share, 1983; Share, 1995, 1999; Share & Stanovich, 1995), according to which “phonological recoding (print-to-sound translation) functions as a selfteaching mechanism enabling the learner to acquire the detailed orthographic representations necessary for . . . fast, efficient, visual word recognition” (Share & Stanovich, 1995, p. 16). Share further claims in his model that the self-teaching operates primarily “when a child is independently reading connected text for meaning” (Share, 1999, p. 100). In agreement with Share, we propose in our model that the central task of beginning reading is learning to read unfamiliar words in meaningful text.