Acquisition of reading and written spelling in a transparent orthography: Two non parallel processes?

Cossu, Giuseppe; Gugliotta, Maria; Marshall, John C.

doi:10.1007/bf01026945

Cited by 103 publications

(86 citation statements)

References 13 publications

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“…Typically, the acquisition of spelling-to-sound knowledge is measured using nonword reading performance because decoding nonwords must be done by the application of spelling-to-sound rules. Early comparisons of monolingual studies reveal that while children who learn consistent orthographies perform at between 80% and 89% on nonword reading tasks, where percent correct is determined according to whether the regular or most dominant pronunciation of the graphemes in the nonword is produced (Cossu, Gugliotta, & Marshall, 1995;Porpodas, Pantelis, & Hantziou, 1990;Sprenger-Charolles, Siegel, & Bonnet, 1998), English children lag behind at 45% (Frith, Wimmer, & Landerl, 1998). Cross-linguistic studies, where tighter control over items and subjects can be exerted, show similar results, with English children performing at between 12% and 51% correct, compared with children that learn more consistent non-English orthographies performing typically above 90% correct (Ellis & Hooper, 2001;Frith et al, 1998;Goswami, Gombert, & de Barrera, 1998;Seymour et al, 2003).…”

Section: Spelling-to-sound Consistency and Learning To Readmentioning

confidence: 99%

Simplifying Reading: Applying the Simplicity Principle to Reading

et al. 2010

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Debates concerning the types of representations that aid reading acquisition have often been influenced by the relationship between measures of early phonological awareness (the ability to process speech sounds) and later reading ability. Here, a complementary approach is explored, analyzing how the functional utility of different representational units, such as whole words, bodies (letters representing the vowel and final consonants of a syllable), and graphemes (letters representing a phoneme) may change as the number of words that can be read gradually increases. Utility is measured by applying a Simplicity Principle to the problem of mapping from print to sound; that is, assuming that the ''best'' representational units for reading are those which allow the mapping from print to sounds to be encoded as efficiently as possible. Results indicate that when only a small number of words are read whole-word representations are most useful, whereas when many words can be read graphemic representations have the highest utility.

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Section: Spelling-to-sound Consistency and Learning To Readmentioning

confidence: 99%

Simplifying Reading: Applying the Simplicity Principle to Reading

et al. 2010

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“…Bosman & Van Orden (1997) argue this results from more consistent letter-phoneme relations than phoneme-letter relations, and certainly English has notoriously inconsistent letter-phoneme mappings. However, this pattern of behavior holds even in Italian, which has highly consistent phonology-spelling mappings (Cossu et al, 1995). Whereas reading builds on spoken language from its beginning, speech perception is established pre-literately and, in principle, does not strictly require orthography even after literacy is established.…”

Section: Differences Between Print and Speech In Learning New Wordsmentioning

confidence: 99%

Differences between written and spoken input in learning new words

Nelson

Balass²,

Perfetti³

2005

WL&L

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We trained adult learners the meanings of rare words to test hypotheses about modality effects in learning word forms. These hypotheses are that (1) written (orthographic) training leads to a better representation of word form than phonological training, that (2) recognition memory for a word is partly dependent upon congruence between training and testing modality (written vs. spoken) but that (3) skilled learners are less dependent on the episodic context of training than are less skilled readers. These hypotheses were confirmed by results of a word recognition test following form-meaning training. We discuss these results in terms of an episodic account of word learning (Reichle & Perfetti, 2003) and variations in lexical quality (Perfetti & Hart, 2001) that can arise through differences in code generation during learning. Differences between print and speech in learning new wordsLearning new word forms and word meanings arises from a variety of experiences with words. Much word learning involves mapping new word forms onto existing spoken word representations; other learning involves "translating" a second language form to a first language form; still other word learning is more or less de-novo, when a previously unfamiliar word is encountered for the first time in a context that provides a meaning. In this case, the learner establishes a new word representation of variable specification of form and meaning, and one of the factors that may influence this variability is the episodic context of the word encounter, including whether it is read or spoken. This is the problem we address here: How are word forms learned from experiences with unfamiliar words, and how this is affected by the modality (written or spoken) of the word learning event?

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“…Diverses modulations de ce modèle de base ont été proposées dont le modèle de Seymour (1994Seymour ( , 1997 (Cadosso-Martin, 1995;Cossu, Schankwiller, Liberman, Tola et Katz, 1988;Cossu, Gugliotta et Marshall, 1995;Goswami, 1999;Goswami, Gombert et de Barrera, 1998;Sebastian et Vacciano, 1995;Wimmer, 1997;Wimmer et Hummer, 1990 ;Wimmer et Goswami, 1994). Leur position s'appuie sur un certain nombre de recherches qui montrent que l'apprentissage de la lecture est plus facile en espagnol, en italien ou en allemand dont les systèmes orthographiques sont plus transparents qu'en anglais.…”

Section: Le Décodage : Une Question De Langueunclassified

Décoder pour comprendre : le modèle québécois en question

Pierre

2004

rse

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RésuméLa recherche présentée vise à tester l’un des fondements du modèle d’enseignement de la lecture préconisé au Québec depuis 1979. Ce modèle suppose que les enfants apprennent à lire par la reconnaissance globale des mots. Des enfants de la région montréalaise ont été enregistrés à la fin de la première année, pendant qu’ils lisaient un texte à haute voix. Les résultats obtenus invalident le modèle québécois en montrant que tous les enfants utilisent des stratégies de décodage. Des différences majeures apparaissent entre les lecteurs forts qui ont automatisé les mécanismes de décodage de base et les lecteurs faibles qui affichent des retards importants. L’analyse confirme que tous les types de lecteurs sont influencés par les caractéristiques orthographiques des mots.

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Acquisition of reading and written spelling in a transparent orthography: Two non parallel processes?

Cited by 103 publications

References 13 publications

Simplifying Reading: Applying the Simplicity Principle to Reading

Simplifying Reading: Applying the Simplicity Principle to Reading

Differences between written and spoken input in learning new words

Décoder pour comprendre : le modèle québécois en question

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