Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill
Bibliographic record
Abstract
ABSTRACT All dominant models of reading development ascribe a central role to learning about the orthography in reading acquisition, particularly as children transition to fluent word reading (e.g., Ehri, 2014; Share, 1995). And yet, we know far less about the contributions to word reading development of children's learning about the orthographic form of language than about its phonological dimensions. Through a focused review, we put forward a new conceptualization about the role of learning about the orthography in reading development. This new theoretical framework defines a broader conceptual and developmental scope of print learning, and it predicts bidirectional relations between print learning and word reading development. This theoretical framework both encompasses and expands traditional views on the role of learning about the orthography in reading development. We hope that this framework will both unify and guide theoretical conceptualizing and empirical research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.001 | 0.020 |
| Scholarly communication | 0.004 | 0.006 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".