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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F13%3A10140209" target="_blank" >RIV/00216208:11410/13:10140209 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1177/0956797612473122" target="_blank" >http://dx.doi.org/10.1177/0956797612473122</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/0956797612473122" target="_blank" >10.1177/0956797612473122</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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

Název v anglickém jazyce

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

Popis výsledku anglicky

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

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Psychological Science

ISSN

0956-7976

e-ISSN

—

Svazek periodika

24

Číslo periodika v rámci svazku

8

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

10

Strana od-do

1398-1407

Kód UT WoS článku

000322904700003

EID výsledku v databázi Scopus

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