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Psycholinguistics Vs Phonemics: Can These Approaches Be Reconciled?

Published online by Cambridge University Press:  26 February 2016

Judith Hall  and
Ron King
Judith Hall*
Affiliation:
University of Wollongong
Ron King
Affiliation:
National Board of Employment, Education and Training (NBEET)
*
Judith Hall is a Special Education teacher with the NSW Department of School Education and doctoral student of the University of Wollongong. Dr Ron King is Counsellor, Higher Education Council of NBEET. Correspondence should be addressed to Judith Hall. Faculty of Education. University of Wollongong, PO Box 1144, Wollongong, NSW, 2500
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Abstract

Much of the international debate about reading and the acquisition of literacy skills has divided into support for psycholinguistic or phonemic approaches. Proponents of each have argued with evangelistic fervour.

More recently some researchers are suggesting an interactive model, which includes elements of both psycholinguistic and phonemic approaches. However, while recognising the need for cognitive strategies, the interactive model still fails to utilise fully the vast wealth of knowledge available from over two decades of cognitive research, and in particular, research into cognitive strategy training.

This article suggest that there is no one reading model to suit all learners, but that a reading program must consider the unique needs of each individual learner, and cater for the student by applying knowledge gained from a variety of relevant areas of research.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 16 , Issue 1 , January 1992 , pp. 27 - 35
Copyright
Copyright © The Australian Association of Special Education 1992

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