I’ll update this post whenever I find anything…….
Birdsong and human language here and here.
‘Brain waves show learning to read does not end in 4th Grade, contrary to popular theory‘
‘Form–meaning links in the development of visual word recognition‘
‘In this paper…we ask whether there is a role to be played by other aspects of oral language, beyond phonology. The rationale here is simple: integral to a word being a lexical item is the fact that it has meaning. Thus, in addition to familiar words comprising phonological and orthographic representations, they also have semantic representations. Do these make any contribution to the development of word reading?’
‘Hear Jane read: researcher gives new meaning to semantics‘
‘Incidental’ phonics teaching: Debbie Hepplewhite’s handout
explains her view that phonics teaching can be tailored to the progress of the individual child. NB There is anecdotal evidence of children being kept on book bands which are too easy because they have not yet reached a certain point in their school’s phonics scheme. The ‘incidental’ approach means that systematic phonics should not lead to phonics-scheme-based restriction of which books children read. Of course this is not the only objection which some have to SSP, but I think it’s really important point to be aware of this solution, hence my including it here.
‘Learning to read involves tricking the brain‘
‘Nature, nurture, and expertise‘ (Genetics and reading comprehension ability at age 12; accompanying Slate piece talking about the implications of this article and others can be found here.)
‘New insights into how young and developing readers make sense of words‘
Phonics & children who stammer
Phonics teaching and children with speech difficulties