Word Recognition

Children who are difficult to read may have problems reading one or two important skills they need. The child is struggling to learn the language or is using the word recognition chain of the Holly Scarborough's reading model (17). According to Scarborough, (17) word recognition is classified into three skills "speech recognition, decoding, and visual recognition". After that, the skill is divided into hints such as alphabetical order, phonological consciousness, correct spelling correspondence (Scarborough 17).

The process of identifying printed text has been studied for many years, and several important text recognition models have emerged in reading. These models provide various descriptions of the vocabulary recognition process and give different assumptions about the structure of the vocabulary system. However, all models have the same recognition that the reading includes processing of orthogonal, speech, semantics and morphological information. Since this information is conveyed in different ways for each language, it is important that the reader's region affects the reading process. This chapter describes the relationship between specific functions and proficiency of different orthogonal systems. The starting point is an overview of the various dimensions of the orthogonal system (see also Treiman and Kessler in this volume).

With regard to writing / programming knowledge, there is increasing evidence that it plays an important role in vocabulary acquisition (Schmitt, 2000). The recognized part of quadrature knowledge is word recognition. Visual recognition of words by contour shape and analysis of characters contained in them. Scientific evidence suggests that the main input to the word recognition process comes from the identification of the various components of the word (Besner and Johnston, 1989). The position of letters in words is particularly important. In the experimental result of Rayner and Hagelberg (1975), kindergarten students focus on the first letter to identify words, but adults use the first and second letters and word forms.