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Duranovic M, Vardo E, Gabeljic A, Divkovic A, Simic A, Rahmanovic D. Contribution of orthographic knowledge to reading and spelling in Bosnian highly transparent orthography. Cogn Process 2023; 24:549-562. [PMID: 37344723 DOI: 10.1007/s10339-023-01146-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Accepted: 06/14/2023] [Indexed: 06/23/2023]
Abstract
The link between orthographic processing skills and reading and spelling abilities has been demonstrated in different studies and languages. However, previous research has not fully clarified this relationship. We examined the relationship between orthographic knowledge and reading and spelling performance in children from the second to the fifth grade of elementary school. We included measures of orthographic knowledge in two scripts (Latin and Cyrillic) for the same language, at both the lexical and sublexical levels. Word-specific orthographic knowledge was assessed by presenting children with pairs of words in which one word followed the orthographic rules of the Bosnian language, while the other was spelled incorrectly. General orthographic knowledge was assessed with an orthographic word-likeness task, where children had to choose the correct pseudoword, which followed legal orthographic patterns, while the incorrect ones did not. Reading and spelling, phonological awareness, and working memory were also included in the research. In Latin, no relationship was found between reading and spelling and orthographic knowledge, independent of the measure of orthographic processing. In Cyrillic, spelling performance predicts progress in general orthographic knowledge. The results of the study suggest that orthographic knowledge does not contribute to reading and spelling between Grades 2 and 3. General orthographic knowledge was an independent predictor of spelling in Grades 4 and 5 for Cyrillic, the second script. The findings suggest that the development of orthographic knowledge should be considered in the context of the specific language, script, and orthography.
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Affiliation(s)
- Mirela Duranovic
- Department of Speech-Language Pathology, University of Tuzla, Univerzitetska 1, 75 000, Tuzla, Bosnia and Herzegovina.
| | - Elvis Vardo
- Department of Psychology, University of Tuzla, Tuzla, Bosnia and Herzegovina
| | - Alen Gabeljic
- Department of Psychology, University of Tuzla, Tuzla, Bosnia and Herzegovina
| | - Alisa Divkovic
- Department of Psychology, University of Tuzla, Tuzla, Bosnia and Herzegovina
| | - Andrej Simic
- Department of Psychology, University of Tuzla, Tuzla, Bosnia and Herzegovina
| | - Dijana Rahmanovic
- Department of Speech-Language Pathology, University of Tuzla, Univerzitetska 1, 75 000, Tuzla, Bosnia and Herzegovina
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Anis FN, Umat C, Ahmad K, Abdul Hamid B. Arabic phoneme-grapheme correspondence by non-native, deaf children with cochlear implants and normal hearing children. Cochlear Implants Int 2022; 23:347-357. [PMID: 36005236 DOI: 10.1080/14670100.2022.2114583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
OBJECTIVE This study aimed to compare the error patterns of Arabic phoneme-grapheme correspondence by a group of Malay children with cochlear implants (CIs) and normal hearing (NH) and the effects of the visual graphical features of Arabic graphemes (no-dot, single-dot, and multiple-dots) on the phoneme-grapheme correspondence. METHODS Participants were matched for hearing age (Mean, M = 7 ± 1.03 years) and duration of exposure to Arabic sounds (M = 2.7 ± 1.2 years). All 28 Arabic phonemes were presented through a loudspeaker and participants pointed to the graphemes associated with the presented phonemes. RESULTS A total of 336 and 616 tokens were collected for six children with CI and 11 NH children for each task, i.e., phonemes repetition and phoneme-grapheme correspondence. Both groups found it easier to repeat phonemes than the phoneme-grapheme correspondence. The children with CIs showed more confusion ([ظ, ز, ذ, ض, خ, ب, ه, س, ع, & ث] >10% correct scores) in phoneme-grapheme correspondence than the NH children ([ظ:14%] and [ث: 27%]). There was a significant interaction (p = 0.001) among the three visual graphical features and hearing status (CI and NH). CONCLUSION Our results infer that non-native Malay children with CIs and NH use different strategies to process the Arabic graphemes' visual features for phoneme-grapheme correspondence.
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Affiliation(s)
- Farheen Naz Anis
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Cila Umat
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Kartini Ahmad
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Badrulzaman Abdul Hamid
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
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Arfé B, Zancato T. Language-Specific Effects in Response to Spelling Intervention in Italian and in English as an Additional Language. JOURNAL OF LEARNING DISABILITIES 2022; 55:99-113. [PMID: 33813942 DOI: 10.1177/00222194211001757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
According to a language-integrated view of spelling development, learning to spell involves the same language-learning skills across alphabetic systems. A prediction based on this view is that the same spelling training should be equally effective for learning to spell in a shallow (Italian, native language) or an opaque (English, additional language) orthography. We tested this prediction by teaching 6- to 9-year-old Italian children to use multiletter spelling units to spell words in Italian and English. The children were trained on the spelling of Italian words containing orthographic difficulties that required switching from phoneme-grapheme spelling correspondences to larger grain size (multiletter) spelling units. In a stepped-wedge cluster randomized trial, 108 Italian children (ages 6-9 years) were assigned to the experimental spelling training or a waiting list condition. Their ability to spell the trained (Italian and English) word lists and to generalize the acquired knowledge to new (untrained) words was assessed. Similar learning effects were found in the two languages for the trained word lists. However, generalization of the acquired spelling knowledge to new words occurred only in English. The influence of language-specific factors on learning to spell could account for these findings.
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Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography. SPANISH JOURNAL OF PSYCHOLOGY 2021; 24:e3. [PMID: 33536095 DOI: 10.1017/sjp.2021.3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Orthographic knowledge is an important contributor to reading and spelling. However, empirical research is unclear about its long-lasting influence along with literacy development. We examined whether reading and spelling benefitted from an independent contribution of lexical and sublexical orthographic knowledge in European Portuguese, an intermediate depth orthography. This was investigated longitudinally from Grade 2 to 5 with two cohorts of Portuguese children, using common measures of orthographic knowledge, and word and pseudoword reading and spelling tasks. Regression analyses showed that lexical orthographic knowledge assessed at the beginning of Grade 2 predicted word reading at the beginning of Grade 3 (p < .05, variance explained = 6%), word spelling at the end of Grade 2 (p < .05, variance explained = 6%) and pseudoword spelling at the beginning of Grade 3 (p < .05, variance explained = 8%). They also revealed that lexical orthographic knowledge assessed at the beginning of Grade 4 predicted word spelling at the end of Grade 4 (p < .001, variance explained = 21%). Differently, sublexical orthographic knowledge evaluated at the beginning of Grade 2 and of Grade 4 only contributed to pseudoword spelling at the beginning of Grade 3 (p < .01, variance explained = 12%), and to pseudoword reading at the end of Grade 5 (p < .01, variance explained = 9%), respectively. Therefore, orthographic knowledge predicted spelling more often and earlier than reading. Furthermore, the results suggest that the influence of orthographic knowledge may vary during literacy development and, along with findings from other studies, that this influence at the lexical level may depend on orthographic consistency.
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Zaretsky E. English spelling acquisition by English Language Learners from Spanish-speaking background: The role of cognitive and linguistic resources and L1 reading status. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100918] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00464-7] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
AbstractIt is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.
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Zebardast M, Danaye Tous M. The Impact of Word Regularity on the Reading of Normal and Aphasic Gilak-Persian Adults. CASPIAN JOURNAL OF NEUROLOGICAL SCIENCES 2018. [DOI: 10.29252/nirp.cjns.4.12.6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022] Open
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Zhao J, Quiroz B, Dixon LQ, Joshi RM. Comparing Bilingual to Monolingual Learners on English Spelling: A Meta-analytic Review. DYSLEXIA (CHICHESTER, ENGLAND) 2016; 22:193-213. [PMID: 27315421 DOI: 10.1002/dys.1530] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2015] [Revised: 03/30/2016] [Accepted: 05/18/2016] [Indexed: 06/06/2023]
Abstract
This study reports on a meta-analysis to examine how bilingual learners compare with English monolingual learners on two English spelling outcomes: real-word spelling and pseudo-word spelling. Eighteen studies published in peer-reviewed journals between 1990 and 2014 were retrieved. The study-level variables and characteristics (e.g. sample size, study design and research instruments) were coded, and 29 independent effect sizes across the 18 retrieved studies were analysed. We found that bilinguals outperformed monolinguals on real-word spelling overall and more so in early grades, but monolinguals outperformed bilinguals on pseudo-word spelling. Further, bilinguals at risk for reading difficulties did better on real-word spelling than monolinguals at risk for reading difficulties. Having investigated systematic sources of variability in effect sizes, we conclude that in comparison with their monolingual peers, bilingual learners, especially those from alphabetic L1 backgrounds, are able to master constrained skills, such as English spelling, in the current instructional context. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Jing Zhao
- Sun Yat-sen University, Guangzhou, China
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
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Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2016. [DOI: 10.1007/s10212-016-0314-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Abu-Rabia S, Shakkour W. Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners. ACTA ACUST UNITED AC 2014. [DOI: 10.4236/ojml.2014.41001] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Timmer K, Vahid-Gharavi N, Schiller NO. Reading aloud in Persian: ERP evidence for an early locus of the masked onset priming effect. BRAIN AND LANGUAGE 2012; 122:34-41. [PMID: 22632815 DOI: 10.1016/j.bandl.2012.04.013] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2011] [Revised: 04/05/2012] [Accepted: 04/23/2012] [Indexed: 06/01/2023]
Abstract
The current study investigates reading aloud words in Persian, a language that does not mark all its vowels in the script. Behaviorally, a masked onset priming effect (MOPE) was revealed for transparent words, with faster speech onset latencies in the phoneme-matching condition (i.e. phonological prime and target onset overlap; e.g. [symbol: see text] /sɒːl/; 'year' [symbol: see text] /sot/; 'voice') than the phoneme-mismatching condition (e.g. [symbol: see text] /tɒːb/ 'swing' - [symbol: see text] /sot/; 'voice'). For opaque target words (e.g. [symbol: see text] /solh/; 'peace'), no such effect was found. However, event-related potentials (ERPs) did reveal an amplitude difference between the two prime conditions in the 80-160 ms time window for transparent as well as opaque words. Only for the former, this effect continued into the 300-480 ms time window. This finding constrains the time course of the MOPE and suggests the simultaneous activation of both the non-lexical grapheme-to-phoneme and the lexical route in the dual-route cascaded (DRC) model.
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Affiliation(s)
- Kalinka Timmer
- Leiden University Centre for Linguistics, The Netherlands.
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Dixon LQ. Singaporean kindergartners' phonological awareness and English writing skills. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1016/j.appdev.2011.02.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Butler YG, Hakuta K. The Relationship Between Academic Oral Proficiency and Reading Performance: A Comparative Study Between English Learners and English-Only Students. READING PSYCHOLOGY 2009. [DOI: 10.1080/02702710802411489] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Cross-language message- and word-level transfer effects in bilingual text processing. Mem Cognit 2007; 35:1542-56. [PMID: 18062533 DOI: 10.3758/bf03193489] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The present study examined the nature of the mental representations bilinguals form when reading a text and to what extent they are language specific. English-French bilinguals read five pairs of passages in succession while their eye movements were tracked. Dependent measures were overall reading times on second passages and fixation latencies on target cognates embeddedin second passages. The first passage w as (1) identical tothe second passage in the pair, (2) related in content only (i.e., a translation), (3) related in content and some words (i.e., translation with cognates), (4) related in words only (i.e., different content with the same cognates), or (5) unrelated. There was substantial cross-language facilitation for passages that shared meaning, but the amount of transfer was less than that for identical passages, indicating that memory representations are largely meaning based but do contain some information about surface form. Cross-language transfer for cognates was observed but depended on the skill of the bilinguals in their second language, the direction of transfer, and whether the passages shared meaning. These results are discussed in relation to Raney's (2003) model of text representation.
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Oller DK, Pearson BZ, Cobo-Lewis AB. Profile effects in early bilingual language and literacy. APPLIED PSYCHOLINGUISTICS 2007; 28:191-230. [PMID: 22639477 PMCID: PMC3358777 DOI: 10.1017/s0142716407070117] [Citation(s) in RCA: 131] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Bilingual children's language and literacy is stronger in some domains than others. Reanalysis of data from a broad-scale study of monolingual English and bilingual Spanish-English learners in Miami provided a clear demonstration of "profile effects," where bilingual children perform at varying levels compared to monolinguals across different test types. The profile effects were strong and consistent across conditions of socioeconomic status, language in the home, and school setting (two way or English immersion). The profile effects indicated comparable performance of bilingual and monolingual children in basic reading tasks, but lower vocabulary scores for the bilinguals in both languages. Other test types showed intermediate scores in bilinguals, again with substantial consistency across groups. These profiles are interpreted as primarily due to the "distributed characteristic" of bilingual lexical knowledge, the tendency for bilingual individuals to know some words in one language but not the other and vice versa.
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Bialystok E, McBride-Chang C, Luk G. Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.4.580] [Citation(s) in RCA: 148] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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