Abstract
The subject of this chapter is the role of English orthography in skilled reading of English. But not all features of English orthography are under review here, only those that derive from the relationship of spelling to sound. This excludes, for one, the structural components of orthography. In English, for example, <ck> does not occur in initial position and <w> does not double. These are components of the orthographic structure of English and although they may enter in some form into skilled reading, they are not discussed here. At issue in this chapter is a single question: What information about the spelling-to-sound scheme of English is accessed by the skilled reader? My approach to this issue is through both linguistic analysis and psychological experimentation, tempered with speculation of the wildest form.
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Venezky, R.L. (1995). From Orthography to Psychology to Reading. In: Berninger, V.W. (eds) The Varieties of Orthographic Knowledge. Neuropsychology and Cognition, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0385-5_2
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DOI: https://doi.org/10.1007/978-94-011-0385-5_2
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