The teacher then uses the context of the read aloud text to provide a familiar situation within which to introduce the first vocabulary word, provides a student - friendly definition of the word, and then asks the students to repeat the word to create
phonological representation of the word.
Phonological representations in deaf children: rethinking the «functional equivalence» hypothesis.
Not exact matches
Storage of
phonological information during reading involves creating a sound - based
representation of written words in working memory.
Deficits in the storage of
phonological information result in faulty
representations in memory that lead to inaccurate applications of sound rules during reading tasks.