Because trucks aren’t bicycles: orthographic complexity as an important variable in reading research

Galletly, Susan A.; Knight, Bruce Allen

doi:10.1007/s13384-013-0091-2

Cited by 7 publications

(4 citation statements)

References 55 publications

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“…In this diversification, the analyses have mainly addressed the spelling performance in tasks characterized as reading, writing, and phonological awareness (1)(2)(3)(4)(5)(6)(7) . Less common, however, not less relevant, are investigations addressed to the spelling errors, characterized not only by the type of errors but especially by the way it progresses during the process of writing (8)(9)(10) .…”

Section: Introductionmentioning

confidence: 99%

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

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PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.

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Section: Introductionmentioning

confidence: 99%

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

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“…Thus, complexity in acquiring writing is a constant concern among educators and researchers. In this sense, some studies (1,3,7,(11)(12)(13) were performed with the purpose of verifying the orthographic performance in tasks of reading, writing and/or phonological awareness. Others (2,14) investigated the relationship between writing performance and family psychosocial factors, while others (12,14) re-analyzed the types of errors committed by children during the writing acquisition process.…”

Section: Introductionmentioning

confidence: 99%

Erros ortográficos e habilidades de consciência fonológica em crianças com desenvolvimento fonológico típico e atípico

Donicht

Ceron

Keske‐Soares

2019

CoDAS

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RESUMO Objetivo Verificar e correlacionar os erros ortográficos presentes nas produções escritas ao desempenho em habilidades de consciência fonológica de crianças em diferentes anos escolares, com desenvolvimento fonológico típico e atípico. Método A amostra foi composta por 50 crianças divididas em dois grupos: com desenvolvimento fonológico típico (GDFT) e com desenvolvimento fonológico atípico (GDFA); estudantes dos anos iniciais (1ª a 5ª séries) de escolarização e idades entre 6:0 e 10:0 anos. As crianças foram submetidas às avaliações fonoaudiológicas e audiológica. Os dados foram tabulados e as análises estatísticas foram realizadas por meio do Coeficiente de Correlação de Spearman. Resultados Em relação ao número de erros ortográficos na escrita, estes foram semelhantes no GDFT e no GDFA, com exceção para os erros contextuais-arbitrários que foram em maior número para o GDFA. Ainda se observou que o número de erros ortográficos de escrita diminuiu com o aumento da escolarização. No que se refere ao desempenho médio em consciência fonológica, o GDFT teve um desempenho melhor que o GDFA em consciência silábica e fonêmica. As crianças de 4ª e 5ª séries apresentaram melhor desempenho em consciência fonológica que as de 1ª a 3ª séries. Conclusão A correlação foi inversamente proporcional entre o desempenho em consciência fonológica e o número de erros ortográficos (aqueles que alteram a estrutura silábica) para ambos os grupos, demonstrando que quanto mais erros deste tipo, menor o desempenho em consciência fonológica silábica, fonêmica e total.

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“…Reading is considered as underpinning literacy (Street, 1995) and central to the development of overall literacy (Galletly and Knight, 2013; Sabatini, 2015). The reading process involves components that must be skilfully coordinated (Gough et al, 1996).…”

Section: Introductionmentioning

confidence: 99%

The Teaching Focus of Adult‐Reading Teachers When Developing Word Reading Skills

McHardy

Chapman

2018

Literacy

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Despite widescale literacy interventions, reading difficulties persist in the adult population. Results from international surveys report that millions of adults around the world remain unable to read the texts they require for daily life and work. Adult reading difficulties are diverse and under-researched, and adultreading teachers are generally underprepared to build reading skills, particularly at word level reading where many adults report difficulties. This study examined (i) the teaching foci that 60 adult-reading teachers prioritised in determining how to teach a hypothetical adult reader with difficulties at the word level and (ii) the teacher attributes by which these decisions varied. Around 40% of teachers indicated that they would prioritise non-word level components in deciding how to teach the hypothetical reader with word level difficulties, and these decisions varied with teachers' training/qualifications. To make sense of the persistence of low reading levels in the adult population, it is necessary to understand more about what teachers teach and why they teach the way they do. The findings of this study may provide an important step towards this goal.

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Because trucks aren’t bicycles: orthographic complexity as an important variable in reading research

Cited by 7 publications

References 55 publications

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Erros ortográficos e habilidades de consciência fonológica em crianças com desenvolvimento fonológico típico e atípico

The Teaching Focus of Adult‐Reading Teachers When Developing Word Reading Skills

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