Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

Abstract The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or ‘sound out’ written words. Similarly, there is a large evidence base charting the cognitive processes t...

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Autor principal:	Kate Nation
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2017
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/03fde34f19dd4c1aad6cd877bf58c600
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spelling	oai:doaj.org-article:03fde34f19dd4c1aad6cd877bf58c6002021-12-02T12:30:41ZNurturing a lexical legacy: reading experience is critical for the development of word reading skill10.1038/s41539-017-0004-72056-7936https://doaj.org/article/03fde34f19dd4c1aad6cd877bf58c6002017-01-01T00:00:00Zhttps://doi.org/10.1038/s41539-017-0004-7https://doaj.org/toc/2056-7936Abstract The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or ‘sound out’ written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual’s experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.Kate NationNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 2, Iss 1, Pp 1-4 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Kate Nation Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
description	Abstract The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or ‘sound out’ written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual’s experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.
format	article
author	Kate Nation
author_facet	Kate Nation
author_sort	Kate Nation
title	Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
title_short	Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
title_full	Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
title_fullStr	Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
title_full_unstemmed	Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
title_sort	nurturing a lexical legacy: reading experience is critical for the development of word reading skill
publisher	Nature Portfolio
publishDate	2017
url	https://doaj.org/article/03fde34f19dd4c1aad6cd877bf58c600
work_keys_str_mv	AT katenation nurturingalexicallegacyreadingexperienceiscriticalforthedevelopmentofwordreadingskill
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Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

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