Psycholinguistics vs phonemics: Can these approaches be reconciled?

Abstract

Much of the international debate about reading and the acquisition of literacy skills has divided into support for psycholinguistic or phonemic approaches. Proponents of each have argued with evangelistic fervour.

More recently some researchers are suggesting an interactive model, which includes elements of both psycholinguistic and phonemic approaches. However, while recognising the need for cognitive strategies, the interactive model still fails to utilise fully the vast wealth of knowledge available from over two decades of cognitive research, and in particular, research into cognitive strategy training.

This article suggest that there is no one reading model to suit all learners, but that a reading program must consider the unique needs of each individual learner, and cater for the student by applying knowledge gained from a variety of relevant areas of research.