Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children

Caravolas, Markéta; Volín, Jan; Hulme, Charles

doi:10.1016/j.jecp.2005.04.003

Cited by 240 publications

(206 citation statements)

References 44 publications

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“…Ziegler et al (2010) found a relationship between phonological awareness and reading performance across a range of alphabetic orthographies in children in second grade of school. Though this relation was found to be stronger for more opaque orthographies, this may be because readers of transparent orthographies develop ceiling effects in phonological awareness skills earlier in reading exposure than readers of opaque orthographies (Caravolas, Volin, & Hulme, 2005). Nonetheless, training on orthographies, where the correspondence between individual phonemes and letters is largely consistent, as in the case of alphabetic languages, is likely to lead to finer-grained phonological representations, in comparison to orthographies where orthographic units correspond only to larger, coarser-grained phonological units comprising multiple phonemes, for example in logographic languages.…”

Section: Changes To Phonological Representations and Literacymentioning

confidence: 85%

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Smith

Monaghan

Huettig

2014

Cognitive Psychology

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a b s t r a c tLearning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multimodal model of speech processing -the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained

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Section: Changes To Phonological Representations and Literacymentioning

confidence: 85%

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Smith

Monaghan

Huettig

2014

Cognitive Psychology

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“…Indeed, such a deficit was observed in some studies (e.g. Spanish: Jimenez-Gonzalez, & Ramirez-Santana, 2002; Czech: Caravolas, Volin, & Hulme, 2005;German: Landerl et al, 1997;Wimmer, 1993) but not in other studies (e.g. Landerl & Wimmer, 2000).…”

Section: Reading-related Skillsmentioning

confidence: 88%

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

et al. 2008

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In the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence (multiple-case study) of dyslexics' phonological deficits in reading and reading-related skills in comparison with Reading Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for children with severe reading deficits were included in the study (N = 15; Chronological Age [CA]: 111 +8 months; RL: 80 +3 months). For the group study, the 15 dyslexics were matched pairwise on reading level, non-verbal IQ, and gender to 15 younger RL controls (CA: 85 +4 months). For the multiple-case study, the RL control group included 86 average readers (CA: 83 +4 months; RL: 85 +5 months). To assess the relative efficiency of the sublexical (or phonological) and lexical reading procedures, we relied on two comparisons: pseudowords vs. high-frequency regular words (the comparison mainly used in languages with a shallow orthography); and pseudowords vs. high-frequency irregular words (the comparison mainly used with English-speaking dyslexics), pseudowords and irregular words being either short or long. The dyslexics' skills in the domains supposed to explain their reading deficit were also examined: phonemic awareness, phonological short-term memory and rapid naming. In the group study, the dyslexics lagged behind the RL controls only when they were required to read long pseudowords. The results of the multiple-case study indicated that the prevalence of this deficit was high (the accuracy scores of all but 2 of the 15 dyslexics being more than 1 SD below the RL control mean), and that deficits in phonemic awareness were more prevalent (7 cases) than deficits in phonological memory (1 case) and in rapid naming (2 cases). Three unexpected results were observed in the group study: the difference between regular words and pseudowords (to the detriment of pseudowords) was not greater for the dyslexics; the difference between irregular words and pseudowords (to the benefit of pseudowords) was more significant for the RL controls; and there were no significant differences between the groups in reading-related skills. To explain these results, the severity of the dyslexics' reading deficit and the remediation they have benefited from must be taken into account. In addition, the fact that the outcomes of the comparison between pseudoword vs. regular or irregular word reading were not the same will make it possible to understand some discrepancies between studies carried out either in English or in a language with a shallower orthography (French, for instance).

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“…Third, to give a more detailed description of the cognitive profiles of the groups, a more detailed assessment of early skills is needed. Future studies should also examine the role of vocabulary, paired associate learning, and orthographic processing because of their documented relationship with both reading and spelling development (e.g., Caravolas, Vólin, & Hulme, 2005;Georgiou et al, 2008;Lervåg et al, 2009). Fourth, although our reading tasks were speeded, our spelling task assessed accuracy.…”

Section: Discussionmentioning

confidence: 99%

The precursors of double dissociation between reading and spelling in a transparent orthography

et al. 2016

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Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children

Cited by 240 publications

References 44 publications

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

The precursors of double dissociation between reading and spelling in a transparent orthography

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