http://www.news.wisc.edu/releases/9936.html
RESEARCH
New study shows phonics is critical for skilled reading
(Posted: 07/06/04)
Emily Carlson
By developing a computer model that mimics how children learn to
read, two researchers from UW-Madison and
This finding, described in the July issue of Psychological Review,
suggests that teaching young children the relationships between spellings and
sounds - or phonics - not only makes learning to read easier, but also allows
the flourishing of other skills that lead to faster, better reading.
When it comes to reading, there's a general disconnect between
educational practices and basic research, despite the fact that science has
started to develop a picture of the biological and behavioral processes that
guide how we read, says Mark Seidenberg, UW-Madison psychology professor and
co-author of the paper.
"Given the role of literacy in society," he says,
"it's important to understand how the process of reading works."
To provide a clearer picture of the reading process, Seidenberg
and former graduate student Michael Harm, now at
For example, the researchers first exposed the model to sounds
until it developed a spoken language vocabulary, just as toddlers do as they
listen to the speech around them before reading instruction even begins. Once
the model could figure out meaning from sounds, the researchers showed it word
spellings. Then, they asked it to read a variety of words and figure out what
they meant. The model could use sounds, visual patterns or a combination of
both.
"The beauty of the model is that you can test out many
different ways of teaching how to read words," says Seidenberg. "You
can see what happens if you give the model a phonics-type experience, or if you
just emphasize the connections between spelling and meaning."
By training the model to become an efficient, skilled reader that
learned to read as most children do, the researchers could determine what
methods - ones that include or exclude phonics - produce better readers.
The model ultimately learned to read 6,000 words, correctly
pronouncing and computing the meaning of almost all of them. Based on the
results, it accomplished this not by relying solely on one approach to reading,
but by combining the two to hone in on meaning much more rapidly. This balance,
however, shifts as a reader becomes more skilled.
"It's very clear that in the early stages of beginning to
read, the model - and child - learns more rapidly if the connections among
spelling and sound and meaning are established," says Seidenberg,
explaining that the spellings are written representations for sounds young
readers already know.
Once the model learns more words and spellings, including ones
like "plain" and "plane" that sound alike but carry
different meanings, it begins to rely more on the visual method, which requires
one less step than the phonics-based approach, says Seidenberg.
But, as he explains, "you can't go straight to that end
point. Learning to read words visually is hard - it takes a lot of practice
because the mapping between spelling and meaning is almost arbitrary.
"Sounding things out gradually strengthens the visual process
until it becomes more efficient and does more of the work," he adds.
While one approach to reading may work harder at certain points in
a reader's career, skilled readers use both sounds and spelling at the same
time for reading almost all words.
Many people hear a "voice in the head" while they read
and researchers have debated whether this helps or hinders reading, says
Seidenberg. The voice, an example of how sounds continue to help readers
determine meaning, actually helps us read, he adds.
"This idea contradicts the assumptions of many "speed
reading" courses, which tell readers to 'shut off' the voice in the
head," he says.
In addition to providing a better understanding of the processes
that guide how we make meaning of what we read, the study also begins to bridge
the gap between how to teach reading and how we actually read.
"If you have a teaching method that discourages learning the
connections among spelling, sound and meaning, you make the task of learning to
read much harder for the child," says Seidenberg. "You also leave out
an important component of what ultimately makes us skilled readers."
- Emily Carlson (608) 262-9772, emilycarlson@wisc.edu
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