VISUAL AND PHONOLOGICAL PROCESSES IN READING IN THE CONTEXT OF WRITTEN WORD COMPREHENSION
[VIZUALNE A FONOLOGICKE PROCESY V CITANI V KONTEXTE POROZUMENIA NAPISANEHO SLOVA]
Monika Macajova – SonaGrofcikova – EleonoraMendelova
A submitted theoretical study is an output from the national project VEGA no. 1/0637/16 titled Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.The main goal of the study is to present basic approaches to the issue how a child gets access to the lexicon (vocabulary). There is discussed impact of visual and phonological processes in reading. In that context, two basic models of approach to lexicon are described. First one is direct access model which considers word and its form, not grapheme as a base of reading. Second, phonological transmission model discusses necessity of so called “phonological route”. It is supposed that meaning of a word is transmitted indirectly from orthographic form to the phonological structure.
word meaning, lexicon, visual (orthographic) level, phonological level, semantic level, direct access model, phonological transmission model, deaf learners