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2017_06_01_04

Issues > Issue n1 2017 > section1_2017
VISUAL AND PHONOLOGICAL PROCESSES IN READING IN THE CONTEXT OF WRITTEN WORD COMPREHENSION
 
[VIZUALNE A FONOLOGICKE PROCESY V CITANI V KONTEXTE POROZUMENIA NAPISANEHO SLOVA]
 
Monika Macajova – SonaGrofcikova – EleonoraMendelova

doi: 10.18355/PG.2017.6.1.4

Abstract
A submitted theoretical study is an output from the national project VEGA no. 1/0637/16 titled Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.The main goal of the study is to present basic approaches to the issue how a child gets access to the lexicon (vocabulary). There is discussed impact of visual and phonological processes in reading. In that context, two basic models of approach to lexicon are described. First one is direct access model which considers word and its form, not grapheme as a base of reading. Second, phonological transmission model discusses necessity of so called “phonological route”.  It is supposed that meaning of a word is transmitted indirectly from orthographic form to the phonological structure.

Key words
word meaning, lexicon, visual (orthographic) level, phonological level, semantic level, direct access model, phonological transmission model, deaf learners

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