Work

Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies

Year: 2013

Type: article

Abstract: All alphabetic orthographies use letters in printed words to represent the phonemes in spoken words, but they differ in the consistency of the relationship between letters and phonemes. English appears to be the least consistent alphabetic orthography phonologically, and, consequently, children learn to read more slowly in English than in languages with more consistent orthographies. In this article, we report the first longitudinal evidence that the growth of reading skills is slower and follows a different trajectory in English than in two much more consistent orthographies (Spanish and Czech). Nevertheless, phoneme awareness, letter-sound knowledge, and rapid automatized naming measured at the onset of literacy instruction did not differ in importance as predictors of variations in reading development among the three languages. These findings suggest that although children may learn to read more rapidly in more consistent than in less consistent orthographies, there may nevertheless be universal cognitive prerequisites for learning to read in all alphabetic orthographies.

Source: Psychological Science

DOI: 10.1177/0956797612473122

Authors: Markéta Caravolas, Arne Lervåg, Sylvia Defior, Gabriela Seidlová Málková, Charles Hulme

Institutions: Bangor University, University of Oslo, Universidad de Granada, Charles University, University College London

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,900