Assessment must lead to action |
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| Abstract: | Abstract A new theory of the learning of reading, the Knowledge Sources Theory, has appeared in the research literature in the past ten years, and with an increasingly wide range of supporting evidence. A feature of the theory is the recognition of two ways of learning the relationships between letters and sounds within words. While both ways offer some facilitation of the learning of reading vocabulary, only one, lexicalised phonological recoding, is attuned to the total reading vocabulary of the child. The theory has prompted a revised understanding of some aspects of reading difficulties, including reading speed. For teaching practice, the theory has directed attention to the significance of the beginning reader's experience of both consistencies and inconsistencies of letter‐sound relationships in words, and to the ways in which the child's reading vocabulary knowledge is fostered and used in teaching letter‐sound relationships. |
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