from schuman and capone's language development (2010;)

a... key feature of the self-teaching hypothesis is the lexicalization of the phonological recording (share, 1995). young readers initially begin the word recognition process with a basic knowledge of simple letter-sound correspondences that become associated with particular words (i.e., they are "lexicalized"). Children modify these simple one-to-one grapheme-morpheme correspondences by using constraints such as context, word position, and morphological endings (a grapheme is a written symbol [letter] that represents a phoneme [sound]). Share recognized that these initial decoding successes are much different than the decoding of the complex words that skilled readers eventually encounter. nevertheless, according to Share, these early, manageable encounters are enough to kick-start the self-teaching mechanism, which in turn refines itself in light of othorgraphic knowledge. Orthography refers to the way a word is stored visually in one's memory (Torgesen, 2004). The early lexicalization of sound-letter correspondences may best be considered a bootstrap or scaffold for developing the "complex, lexically constrained knowledge of spelling-sound relationships that characterize the expert reader" (share, 1995, p. 165).


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