What does the "self-teaching hypothesis" suggest?

The self-teaching hypothesis suggests that phonological coding plays a crucial role in children's ability to learn to read through their own experiences. According to this hypothesis, as children attempt to read, they naturally use their phonological processing skills to decode unfamiliar words. This process allows them to teach themselves how to read by applying their knowledge of letter-sound relationships to new words they encounter. Essentially, their attempts at reading—combined with their ability to sound out words and connect sounds to letters—help reinforce their reading skills and improve their overall literacy.

This understanding underscores the importance of providing children with opportunities to practice reading independently, as it nurtures their self-efficacy and reinforces their learning strategies. The self-teaching hypothesis emphasizes that children can become proficient readers by actively engaging in the reading process on their own, rather than relying solely on direct instruction.