Abstract
The negative consequences of failing to acquire competent decoding skills are substantial; inefficient decoding skill leads to inefficient reading. Children who cannot decode individual words within text are unlikely to comprehend what they read. Indeed, Perfetti (1984) claims that “only a reader with skilled decoding processes can be expected to have skilled comprehension processes” (p.43). If readers are unable to access words important to the gist of a story or to the meaning of text, understanding will suffer.
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© 1989 Kluwer Academic Publishers
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Henry, M.K. (1989). Decoding Instruction Based on Word Structure and Origin. In: Aaron, P.G., Joshi, R.M. (eds) Reading and Writing Disorders in Different Orthographic Systems. NATO ASI Series, vol 52. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1041-6_2
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DOI: https://doi.org/10.1007/978-94-009-1041-6_2
Publisher Name: Springer, Dordrecht
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