Scribd Logo
Upload

Welcome to Scribd!

  • 1K views

    Frith's Model of Reading Acquisition

    Uploaded by

    Suhana Ahmad
    Uta Frith's model of reading acquisition outlines three main stages: 1) Logographic, where children recognize whole words through visual features. 2) Alphabetic, where children learn letter-sound correspondences and can sound out words. 3) Orthographic, where children recognize many words instantly and access their meaning automatically through repeated exposure in their orthographic lexicon. The model is widely accepted and describes how children typically develop literacy skills in an alphabetic writing system through these stages of increasing phonological and orthographic processing.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Frith's Model of Reading Acquisition

    Uploaded by

    Suhana Ahmad
    1K views1 page
    Uta Frith's model of reading acquisition outlines three main stages: 1) Logographic, where children recognize whole words through visual features. 2) Alphabetic, where children learn letter-sound correspondences and can sound out words. 3) Orthographic, where children recognize many words instantly and access their meaning automatically through repeated exposure in their orthographic lexicon. The model is widely accepted and describes how children typically develop literacy skills in an alphabetic writing system through these stages of increasing phonological and orthographic processing.

    Original Description:

    Reading model

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Uta Frith's model of reading acquisition outlines three main stages: 1) Logographic, where children recognize whole words through visual features. 2) Alphabetic, where children learn letter-sound correspondences and can sound out words. 3) Orthographic, where children recognize many words instantly and access their meaning automatically through repeated exposure in their orthographic lexicon. The model is widely accepted and describes how children typically develop literacy skills in an alphabetic writing system through these stages of increasing phonological and orthographic processing.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    1K views1 page

    Frith's Model of Reading Acquisition

    Uploaded by

    Suhana Ahmad
    Uta Frith's model of reading acquisition outlines three main stages: 1) Logographic, where children recognize whole words through visual features. 2) Alphabetic, where children learn letter-sound correspondences and can sound out words. 3) Orthographic, where children recognize many words instantly and access their meaning automatically through repeated exposure in their orthographic lexicon. The model is widely accepted and describes how children typically develop literacy skills in an alphabetic writing system through these stages of increasing phonological and orthographic processing.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Uta Frith’s model of reading acquisition

    This is an outline of Uta Frith's theory on the stages of the acquisition of


    written language, derived mainly through her research and practice into how
    children learn to read. It is widely accepted as the standard model of reading
    acquisition in alphabetic systems.

    The stages are as follows:

    1. Logographic
    Initially, the child processes words in the same way as any other visual object
    or symbol and recognises them instantly. Thus, a limited number of familiar
    whole words are identified through their crude visual features such as shape
    or size, e.g. their name, names of close family, shops, common signs such as
    the ‘M’ for MacDonalds. Children at this stage are not aware that individual
    letters and letter combinations represent specific sounds.

    2. Alphabetic
    In this stage, the child needs to visually represent words in a different format
    from other objects or symbols and the concept of letter/sound relationship
    develops. The child acquires an explicit knowledge of phonemes, their
    correspondences with letters, and how to merge those sounds into words, as
    with c - at or c - a – t. Letter order and phonological factors play a crucial role,
    readers begin to develop ‘word attack’ skills and start to decode unfamiliar
    (and even nonsense) words. There has been some debate on whether
    children reach this stage as part of natural development, or whether the act of
    learning to read stimulates the development of alphabetic skills. In other
    words, non-readers will need to develop ‘phoneme awareness’ and they are
    most likely to do this through developing literacy skills.

    3. Orthographic
    This stage is reached when readers do not need to sound out words on a
    regular basis, but can recognise a large number of words automatically and
    instantly access their meaning, matching them to an internal lexicon that they
    have built up in the previous stages. Repeated exposure to the same words
    enables the child to store whole-word grapheme sequences in an
    orthographic lexicon. It is a much faster process than phonological analysis
    (i.e. having to 'sound out' words). Proficient readers are ones who have
    reached this stage, and they only need to 'sound out' unfamiliar words.

    Note: Not all readers will go through all of these phases (for instance, dyslexic
    learners often get stuck at the alphabetic stage, or never master it and move
    on to the orthographic). Both ‘whole words’ (or ‘look and say’) and ‘phonics’
    have their place in the teaching of basic literacy, but the eventual aim is to
    bring readers to the orthographic stage.

    References
    Frith, U. (1985) Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C.
    Marshall & M. Download at https://sites.google.com/site/utafrith/publications-1/reading--
    spelling-and-dyslexia
    Spiegel, M. & Sunderland, H. (2006) A teacher’s guide: teaching basic literacy to ESOL
    learners, LLU+ London

    You might also like