Linnea C Ehri
Biographic Data
| ID | 1605677 |
|---|---|
| NAME | Linnea C Ehri |
| GIVEN NAMES | Linnea C |
| FAMILY NAME | Ehri |
| SIGNATURE | EHRI L C |
| AFFILIATIONS | University of California, Davis |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 165 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 7 |
Maximising access to reading intervention
Reading Rescue (Reading Rescue), a research and evidence‐based programme for struggling readers (Ehri et al., 2007; Miles et al., 2018), was developed by an academic in response to the cost and lack of explicit letter, phonemic awareness and phonics instruction in Reading Recovery. Reading Rescue represents a pathway from research to practice. An academic advisor works closely with the nonacademic partner that trains school staff to deliver the p…
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding
In this experiment, we examined whether beginning readers benefit more from grapheme–phoneme decoding (GPD) than from whole‐syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese‐speaking first graders ( M age = 6 years 1 month) who knew letter names but could not read or write words were randomly assigned to one of three conditions. The GPD group was taught to decode 40 consonant–vowel (CV) syllables …
The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives
Previous research on teaching summarizing skill has focused on summarizing strategies that are appropriate for expository texts rather than narrative text. Findings of these studies showed an advantage for older over younger students but did not control for text difficulty, so age effects may have been confounded by text difficulty. The present study tested an intervention designed to improve summarizing of narrative texts, taking into account th…
Orthography Facilitates Memory for Proper Names in Emergent Readers
The authors examined whether exposing young students to spellings as they learn proper names would facilitate memory for the spoken names when tested without the spellings present (i.e., orthographic facilitation), whether emergent readers with letter knowledge would show this effect, and whether phonemic segmentation ( PS ) training would enhance the effect. Sixty 4‐ and 5‐year‐olds who knew letter names but read few, if any, words were randomly…
The Science of Learning to Read Words
The author reviews theory and research by Ehri and her colleagues to document how a scientific approach has been applied over the years to conduct controlled studies whose findings reveal how beginners learn to read words in and out of text. Words may be read by decoding letters into blended sounds or by predicting words from context, but the way that contributes most to reading and comprehending text is reading words automatically from memory by…
Learning to Read Words on Flashcards
Vocabulary Learning
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a Ehri, L. 2005a. “Development of sight word reading: Phases and findings”. In The science of reading: A handbook, Edited …
Vocabulary Learning on the Internet
Using the Internet as a learning tool has great promise, but also poses significant challenges. Theories and research confirm the importance of students' engagement in self‐regulated learning processes for effective Internet learning. In this article the Authors describe a structured think‐aloud procedure intended to support students' engagement in proactive self‐regulated learning processes when learning on the Internet. The structured think‐alo…
Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension
An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving metalinguistic ambiguity instruction learned to analyze multiple meanings of words and sentences in i…
Reading Rescue
The Reading Rescue tutoring intervention model was investigated with 64 low–socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither int…
Teaching African American English Forms to Standard American English-Speaking Teachers
Many U.S. students speak nonstandard forms of English, yet dialect issues are slighted in teacher education programs and literacy courses. In this study, classroom teachers who spoke Standard American English (SE) were familiarized with seven syntactic features characterizing African American English (AAE). Three approaches to instruction based on a cognitive view of self-regulated learning were compared: exposure to the features by reading AAE t…
Learning to Read Words
Reading words may take several forms. Readers may utilize decoding, analogizing, or predicting to read unfamiliar words. Readers read familiar words by accessing them in memory, called sight word reading. With practice, all words come to be read automatically by sight, which is the most efficient, unobtrusive way to read words in text. The process of learning sight words involves forming connections between graphemes and phonemes to bond spelling…
Systematic Phonics Instruction Helps Students Learn to Read
A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments. The overall effect of phonics instruction on reading was moderate, d = 0.41. Effects persisted after instruction ended. Effects were larger when phonics instruction began early (d = 0.55) than after first grade …
Phonemic Awareness Instruction Helps Children Learn to Read
S A quantitative meta‐analysis evaluating the effects of phonemic awareness (PA) instruction on learning to read and spell was conducted by the National Reading Panel. There were 52 studies published in peer‐reviewed journals, and these contributed 96 cases comparing the outcomes of treatment and control groups. Analysis of effect sizes revealed that the impact of PA instruction on helping children acquire PA was large and statistically significa…
Learning To Read and Learning To Spell
Learning to read words and learning to spell words are closely related. Both follow a similar course of acquisition. Both rely on the same knowledge sources—knowledge about the alphabetic system, and memory for the spellings of specific words—that develop together and are reciprocally related. Correlations between reading and spelling are high, typically above r =.70. However, the two processes are not quite the same. The amount of information to…
Phases of development in learning to read words by sight
Learning to Read and Making Connections
Beginners Need Some Decoding Skill to Read Words by Analogy
Fingerpoint-Reading of Memorized Text
IN A LABORATORY study, we investigated the kinds of print-related knowledge that emergent readers must possess in order to learn to point to the words of a text as they recited it from memory (fingerpoint-reading) and to remember information about the print from this activity. Children whose ages ranged from 4.5 to 6 years completed several tests of reading skill. Then they practiced fingerpoint-reading a simple text they had memorized. We assess…
Does Learning to Spell Help Beginners Learn to Read Words
IN THIS EXPERIMENT, we examined whether teaching beginners to produce phonetic spellings improves their ability to read words. Kindergarten students who could name letters but could not spell words with consonant clusters were assigned either to an experimental group that was taught to spell or to a control group that practiced matching letters to isolated sounds. According to posttest performances, spelling-trained subjects learned to read a set…
Movement into Reading
KINDERGARTENERS WERE GROUPED according to their ability to read words: prereaders (no words read), novices (a few words read), and veterans (several words read). They were taught to read two kinds of word spellings: simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for giraffe), and visual spellings whose letters bore no sound correspondence but were more distinctive visually. Prereaders learned to read the visual spel…
Do Beginners Learn to Read Function Words Better in Sentences or in Lists
FIRST GRADERS PRACTICED reading 10 unfamiliar function words (i.e., might, which, enough). Half of the children studied the words embedded in printed sentences. Half studied the words in unstructured lists of words and then listened to sentences comprised of the words. Posttest measures revealed that the sentence readers learned more about the syntactic/semantic identities of function words, whereas list readers remembered their orthographic iden…
Performance of bilinguals in a picture-word interference task
Seriators' and nonseriators' comprehension of comparative adjective forms
Phonemic Awareness Instruction Helps Children Learn to Read
S A quantitative meta‐analysis evaluating the effects of phonemic awareness (PA) instruction on learning to read and spell was conducted by the National Reading Panel. There were 52 studies published in peer‐reviewed journals, and these contributed 96 cases comparing the outcomes of treatment and control groups. Analysis of effect sizes revealed that the impact of PA instruction on helping children acquire PA was large and statistically significa…
Movement into Reading
KINDERGARTENERS WERE GROUPED according to their ability to read words: prereaders (no words read), novices (a few words read), and veterans (several words read). They were taught to read two kinds of word spellings: simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for giraffe), and visual spellings whose letters bore no sound correspondence but were more distinctive visually. Prereaders learned to read the visual spel…
Does Learning to Spell Help Beginners Learn to Read Words
IN THIS EXPERIMENT, we examined whether teaching beginners to produce phonetic spellings improves their ability to read words. Kindergarten students who could name letters but could not spell words with consonant clusters were assigned either to an experimental group that was taught to spell or to a control group that practiced matching letters to isolated sounds. According to posttest performances, spelling-trained subjects learned to read a set…
The Science of Learning to Read Words
The author reviews theory and research by Ehri and her colleagues to document how a scientific approach has been applied over the years to conduct controlled studies whose findings reveal how beginners learn to read words in and out of text. Words may be read by decoding letters into blended sounds or by predicting words from context, but the way that contributes most to reading and comprehending text is reading words automatically from memory by…
Beginners Need Some Decoding Skill to Read Words by Analogy
Reading Rescue
The Reading Rescue tutoring intervention model was investigated with 64 low–socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither int…
Teaching African American English Forms to Standard American English-Speaking Teachers
Many U.S. students speak nonstandard forms of English, yet dialect issues are slighted in teacher education programs and literacy courses. In this study, classroom teachers who spoke Standard American English (SE) were familiarized with seven syntactic features characterizing African American English (AAE). Three approaches to instruction based on a cognitive view of self-regulated learning were compared: exposure to the features by reading AAE t…
Fingerpoint-Reading of Memorized Text
IN A LABORATORY study, we investigated the kinds of print-related knowledge that emergent readers must possess in order to learn to point to the words of a text as they recited it from memory (fingerpoint-reading) and to remember information about the print from this activity. Children whose ages ranged from 4.5 to 6 years completed several tests of reading skill. Then they practiced fingerpoint-reading a simple text they had memorized. We assess…
Performance of bilinguals in a picture-word interference task
The relationship between field independence and sentence disambiguation ability
Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension
An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving metalinguistic ambiguity instruction learned to analyze multiple meanings of words and sentences in i…
Do Beginners Learn to Read Function Words Better in Sentences or in Lists
FIRST GRADERS PRACTICED reading 10 unfamiliar function words (i.e., might, which, enough). Half of the children studied the words embedded in printed sentences. Half studied the words in unstructured lists of words and then listened to sentences comprised of the words. Posttest measures revealed that the sentence readers learned more about the syntactic/semantic identities of function words, whereas list readers remembered their orthographic iden…
Orthography Facilitates Memory for Proper Names in Emergent Readers
The authors examined whether exposing young students to spellings as they learn proper names would facilitate memory for the spoken names when tested without the spellings present (i.e., orthographic facilitation), whether emergent readers with letter knowledge would show this effect, and whether phonemic segmentation ( PS ) training would enhance the effect. Sixty 4‐ and 5‐year‐olds who knew letter names but read few, if any, words were randomly…
Seriators' and nonseriators' comprehension of comparative adjective forms
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding
In this experiment, we examined whether beginning readers benefit more from grapheme–phoneme decoding (GPD) than from whole‐syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese‐speaking first graders ( M age = 6 years 1 month) who knew letter names but could not read or write words were randomly assigned to one of three conditions. The GPD group was taught to decode 40 consonant–vowel (CV) syllables …
Learning to Read Words on Flashcards
Comprehension and production of adjectives and seriation
To explore adjective language development and to examine its relationship to seriation, several tasks were given to 40 children aged 4;0 to 8;0. Comprehension and production of various adjective forms were measured: vocabulary, coordination, comparison. The ability to order objects by size was used to assess intuitive-level seriation. In addition to yielding information about children's meanings and use of adjective forms, results indicated that …
The relationship between field independence and sentence disambiguation ability
Do Beginners Learn to Read Function Words Better in Sentences or in Lists
FIRST GRADERS PRACTICED reading 10 unfamiliar function words (i.e., might, which, enough). Half of the children studied the words embedded in printed sentences. Half studied the words in unstructured lists of words and then listened to sentences comprised of the words. Posttest measures revealed that the sentence readers learned more about the syntactic/semantic identities of function words, whereas list readers remembered their orthographic iden…
Performance of bilinguals in a picture-word interference task
Seriators' and nonseriators' comprehension of comparative adjective forms
Movement into Reading
KINDERGARTENERS WERE GROUPED according to their ability to read words: prereaders (no words read), novices (a few words read), and veterans (several words read). They were taught to read two kinds of word spellings: simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for giraffe), and visual spellings whose letters bore no sound correspondence but were more distinctive visually. Prereaders learned to read the visual spel…
Does Learning to Spell Help Beginners Learn to Read Words
IN THIS EXPERIMENT, we examined whether teaching beginners to produce phonetic spellings improves their ability to read words. Kindergarten students who could name letters but could not spell words with consonant clusters were assigned either to an experimental group that was taught to spell or to a control group that practiced matching letters to isolated sounds. According to posttest performances, spelling-trained subjects learned to read a set…
Fingerpoint-Reading of Memorized Text
IN A LABORATORY study, we investigated the kinds of print-related knowledge that emergent readers must possess in order to learn to point to the words of a text as they recited it from memory (fingerpoint-reading) and to remember information about the print from this activity. Children whose ages ranged from 4.5 to 6 years completed several tests of reading skill. Then they practiced fingerpoint-reading a simple text they had memorized. We assess…
Beginners Need Some Decoding Skill to Read Words by Analogy
Learning to Read and Making Connections
Phases of development in learning to read words by sight
Learning To Read and Learning To Spell
Learning to read words and learning to spell words are closely related. Both follow a similar course of acquisition. Both rely on the same knowledge sources—knowledge about the alphabetic system, and memory for the spellings of specific words—that develop together and are reciprocally related. Correlations between reading and spelling are high, typically above r =.70. However, the two processes are not quite the same. The amount of information to…
Systematic Phonics Instruction Helps Students Learn to Read
A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments. The overall effect of phonics instruction on reading was moderate, d = 0.41. Effects persisted after instruction ended. Effects were larger when phonics instruction began early (d = 0.55) than after first grade …
Phonemic Awareness Instruction Helps Children Learn to Read
S A quantitative meta‐analysis evaluating the effects of phonemic awareness (PA) instruction on learning to read and spell was conducted by the National Reading Panel. There were 52 studies published in peer‐reviewed journals, and these contributed 96 cases comparing the outcomes of treatment and control groups. Analysis of effect sizes revealed that the impact of PA instruction on helping children acquire PA was large and statistically significa…
Learning to Read Words
Reading words may take several forms. Readers may utilize decoding, analogizing, or predicting to read unfamiliar words. Readers read familiar words by accessing them in memory, called sight word reading. With practice, all words come to be read automatically by sight, which is the most efficient, unobtrusive way to read words in text. The process of learning sight words involves forming connections between graphemes and phonemes to bond spelling…
Teaching African American English Forms to Standard American English-Speaking Teachers
Many U.S. students speak nonstandard forms of English, yet dialect issues are slighted in teacher education programs and literacy courses. In this study, classroom teachers who spoke Standard American English (SE) were familiarized with seven syntactic features characterizing African American English (AAE). Three approaches to instruction based on a cognitive view of self-regulated learning were compared: exposure to the features by reading AAE t…
Reading Rescue
The Reading Rescue tutoring intervention model was investigated with 64 low–socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither int…
Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension
An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving metalinguistic ambiguity instruction learned to analyze multiple meanings of words and sentences in i…
Vocabulary Learning on the Internet
Using the Internet as a learning tool has great promise, but also poses significant challenges. Theories and research confirm the importance of students' engagement in self‐regulated learning processes for effective Internet learning. In this article the Authors describe a structured think‐aloud procedure intended to support students' engagement in proactive self‐regulated learning processes when learning on the Internet. The structured think‐alo…
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a Ehri, L. 2005a. “Development of sight word reading: Phases and findings”. In The science of reading: A handbook, Edited …
Vocabulary Learning
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Learning to Read Words on Flashcards
The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives
Previous research on teaching summarizing skill has focused on summarizing strategies that are appropriate for expository texts rather than narrative text. Findings of these studies showed an advantage for older over younger students but did not control for text difficulty, so age effects may have been confounded by text difficulty. The present study tested an intervention designed to improve summarizing of narrative texts, taking into account th…
Orthography Facilitates Memory for Proper Names in Emergent Readers
The authors examined whether exposing young students to spellings as they learn proper names would facilitate memory for the spoken names when tested without the spellings present (i.e., orthographic facilitation), whether emergent readers with letter knowledge would show this effect, and whether phonemic segmentation ( PS ) training would enhance the effect. Sixty 4‐ and 5‐year‐olds who knew letter names but read few, if any, words were randomly…
The Science of Learning to Read Words
The author reviews theory and research by Ehri and her colleagues to document how a scientific approach has been applied over the years to conduct controlled studies whose findings reveal how beginners learn to read words in and out of text. Words may be read by decoding letters into blended sounds or by predicting words from context, but the way that contributes most to reading and comprehending text is reading words automatically from memory by…
Psychology (26 works) · Reading and Literacy Development (25 works) · Linguistics (24 works) · Computer Science (20 works) · Reading (process) (15 works) · Mathematics education (14 works) · Cognitive psychology (8 works) · Hearing Impairment and Communication (8 works) · Language Development and Disorders (8 works) · Pedagogy (8 works)