What is orthographic processing skill and how does it relate to word identification in reading?

Burt, JS (2006) What is orthographic processing skill and how does it relate to word identification in reading?. Journal of Research In Reading, 29 4: 400-417. doi:10.1111/j.1467-9817.2006.00315.x

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Author Burt, JS
Title What is orthographic processing skill and how does it relate to word identification in reading?
Journal name Journal of Research In Reading   Check publisher's open access policy
ISSN 0141-0423
Publication date 2006-11-01
Sub-type Article (original research)
DOI 10.1111/j.1467-9817.2006.00315.x
Volume 29
Issue 4
Start page 400
End page 417
Total pages 18
Editor M. Stuart
Place of publication Oxford, UK
Publisher Blackwell Publishing
Language eng
Subject C1
380102 Learning, Memory, Cognition and Language
780108 Behavioural and cognitive sciences
1302 Curriculum and Pedagogy
Formatted abstract
The role of orthographic processing skill (OPS) in reading has aroused the interest of many developmental researchers. Despite observations by Vellutino that current measures of OPS primarily are indicators of reading (and spelling) achievement, OPS commonly is distinguished from both reading achievement and phonological skills. An analysis of the reading literature indicates that there is no theory in which OPS meaningfully plays a role as an independent skill or causal factor in reading acquisition. Rather, OPS indexes fluent word identification and spelling knowledge, and there is no evidence to refute the hypothesis that its development relies heavily on phonological processes. Results of correlational studies and reader group comparisons (a) cannot inform about on-line processes and (b) may be parsimoniously explained in terms of phonological skills, reading experience, unmeasured language abilities and methodological factors, without implying that OPS is an aetiologically separable skill. Future research would profit from the investigation in experimental studies of the nature and development of orthographic representations.
© United Kingdom Literacy Association 2006

Keyword Environmental-influences
Developmental dyslexia
Phonological awareness
Converging evidence
Beginning readers
Disabled readers
Print exposure
Naming speed
2 Subtypes
Education & Educational Research
Q-Index Code C1

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Citation counts: TR Web of Science Citation Count  Cited 38 times in Thomson Reuters Web of Science Article | Citations
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Created: Wed, 15 Aug 2007, 19:29:15 EST