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Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies.
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In: Psychol Sci , 24 (8) 1398 - 1407. (2013) (2013)
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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In: PSYCHOLOGICAL SCIENCE , 23 (6) 678 - 686. (2012) (2012)
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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In: PSYCHOLOGICAL SCIENCE , 23 (6) 678 - 686. (2012) (2012)
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Common patterns of prediction of literacy development in different alphabetic orthographies.
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In: Psychol Sci , 23 (6) pp. 678-686. (2012) (2012)
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Smooth pursuit eye movements and phonological processing in adults with dyslexia.
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Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2005)
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Abstract:
This study investigated children's sensitivity to spelling consistency, and lexical and sublexical (rime) frequency, and their use of explicitly learned canonical vowel graphemes in the early stages of learning to spell. Vowel spellings produced by 78 British children at the end of reception year (mean age 5 years, 7 months) and 6 months later in mid-Year 1 were assessed. Regression analyses revealed that, at both test times, knowledge of sound-letter correspondences influenced spelling performance; however, unconditional consistency of vowel spellings affected children's spelling most strongly, over and above additional effects of word and rime frequency and the complexity of the target vowel grapheme. The effect of conditional consistency of vowel spellings given coda contexts was not significant. Thus, young children are sensitive to various statistical properties of the orthography from the earliest phases of spelling development and, in particular, to the unconditional consistency of the vowel spelling pattern.
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Keyword:
Awareness; Child; Cognition; Educational Status; Female; Humans; Linguistics; Male; Phonetics; Preschool
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URL: https://doi.org/10.1016/j.jecp.2005.08.001
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Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2005)
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| 8 |
Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart.
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In: Scientific Studies of Reading , 9 351 - 365. (2005) (2005)
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The foundations of spelling ability: Evidence from a 3-year longitudinal study
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) (2001)
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