Children use many different
strategies when reading (Siegler & Alibali, 2005):
- Phonological recoding (decoding)
- sounding out letter in a word to determine what the word is
- Visually based retrieval
- gather information from the specific letters of a word, the word as a whole, and the surrounding context in which the word
- Word skill recognition - identification
- Vocabulary knowledge
- use of vocabulary to recognize, retrieve, and read words
- Working memory –
combining information coming into sensory memory with information stored in long-term
memory and transforming that information into new forms
- Inference making – forming conclusions about what one reads
- Back-up strategies - sounding out words, word blending, segmenting,
chunking, skip and go on, picture cueing
Which one is used first? (Siegler &
Easiest and fastest strategy is used
first: children want to be able to retrieve a word as fast as they can with as little effort/work as possible.
If they cannot figure out the word by using
automatic reading strategies (examples: visually based retrieval, working memory, vocabulary knowledge), they resort to back
up strategies, such as sounding out the word by chunking, segmenting or blending sounds together.
May use phonological recoding and visually
based retrieval at the same time to figure out a word.