Phonological awareness in reading acquisition

Özata, Hatice; Babür, Nalan; Haznedar, Belma

doi:10.1075/tilar.20.11oza

Cited by 3 publications

(1 citation statement)

References 49 publications

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“…Other studies worked under the assumption that dyslexia in Turkish mainly affects reading fluency (Erden et al, 2002; Özmen, 2005; Ergül, 2012). Studies of reading in typical development focus mainly on the contribution of phonological abilities to reading and spelling acquisition both in monolingual (Öney and Durgunoğlu, 1997; Durgunoğlu, 2002; Kesikçi and Amado, 2005; Babayiğit and Stainthorp, 2010) and bilingual populations (Özdemir et al, 2012; Özata et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Developmental Letter Position Dyslexia in Turkish, a Morphologically Rich and Orthographically Transparent Language

Güven

Friedmann

2019

Front. Psychol.

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We present the first report of a specific type of developmental dyslexia in Turkish, letter position dyslexia (LPD). LPD affects the encoding of letter positions, leading to letter migrations within words. In a multiple case study of 24 Turkish-speaking children with developmental LPD, we examined in detail the characteristics of this dyslexia and explored its manifestation in Turkish. We used migratable words, in which a migration creates another existing word (e.g., signer-singer), which exposed the migration errors of the participants. In sharp contrast with the common assumption that dyslexics in transparent languages, including Turkish, do not make reading errors, we have shown that right stimuli can detect even up to 30% reading errors. The participants made migrations in reading aloud, comprehension, lexical decision, and same-different tasks, in both words and non-words. This indicates that their deficit is in the orthographic-visual analysis stage, a stage that precedes the orthographic input lexicon and is shared by the lexical and non-lexical routes. Their repetition of non-words and migratable words was normal, indicating that their phonological output stages are intact. They did not make digit migrations in reading numbers, indicating that the orthographic-visual analyzer deficit is orthographic-specific. The properties of Turkish allowed us to examine two issues that bear on the cognitive model of reading: consonant-consonant transpositions were far more frequent than consonant-vowel and vowel-vowel migrations. This indicates that the orthographic-visual analyzer already classifies letters into consonants and vowels, before or together with letter position encoding. Furthermore, Turkish is very rich morphologically, which has allowed us to examine the effect of the morphological structure of the target word on migrations. We found that there was no morphological effect on migrations: morphologically complex words did not yield more (nor fewer) migrations than monomorphemic ones, migrations crossed morpheme boundaries and did not preserve the morphological structure of the target word. This suggests that morphological analysis follows the letter-position encoding stage.

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Section: Introductionmentioning

confidence: 99%

Developmental Letter Position Dyslexia in Turkish, a Morphologically Rich and Orthographically Transparent Language

Güven

Friedmann

2019

Front. Psychol.

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Metalinguistic Effects on English Spelling: A Structural Equation Model for Early Literacy Instruction

Ünal Gezer

2024

Reading Psychology

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Linguistic and Cognitive Variables Predicting Reading Fluency of Poor and Good Readers in 2nd Grade

ÖRGE¹,

Babür

Börkan

et al. 2021

Boğaziçi Üniversitesi Eğitim Dergisi

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Bu çalışma, ilkokul ikinci sınıf öğrencilerinde, okuma akıcılığı ile dilbilimsel ve bilişsel beceriler arasındaki ilişkileri incelemektedir. Çalışmada dilbilimsel becerilerden fonolojik farkındalık, morfolojik farkındalık; bilişsel becerilerden hızlı otomatik isimlendirme ve fonolojik belleğin zayıf ve iyi okuyucuların okuma akıcılığındaki belirleyici rolü araştırılmaktadır. Araştırmaya, 65 ikinci sınıf öğrencisi katılmıştır. Öğrenciler okuma akıcılıklarına göre, zayıf ve iyi okuyucular olarak iki gruba ayrılmıştır. Zayıf okuyucularda, fonolojik farkındalık ve hızlı otomatik isimlendirmenin okuma akıcılığı ile ilişkili olduğu; iyi okuyucularda, fonolojik farkındalık ve morfolojik farkındalığın okuma akıcılığı ile korelasyon gösterdiği görülmüştür. Ayrıca, regresyon analizlerinde, okuma becerisini yordayan en önemli ölçüt; zayıf okuyucularda fonolojik farkındalık iken, iyi okuyucularda morfolojik farkındalık olarak bulunmuştur. Elde edilen bulgulara göre, fonolojik farkındalık ve hızlı otomatik isimlendirme zayıf okuyucularda akıcı okumaya ayrı ayrı önemli katkı sağlarken; iyi okuyucularda, sadece morfolojik farkındalığın akıcı okumaya önemli bir katkı sağladığı bulunmuştur. Türkçe, yazıldığı gibi okunan ve sondan eklemeli bir dil olduğundan, bu çalışmanın sonuçları, Türkçe okuma gelişimi üzerine farklı bir bakış açısı sunmaktadır.

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Phonological awareness in reading acquisition

Cited by 3 publications

References 49 publications

Developmental Letter Position Dyslexia in Turkish, a Morphologically Rich and Orthographically Transparent Language

Developmental Letter Position Dyslexia in Turkish, a Morphologically Rich and Orthographically Transparent Language

Metalinguistic Effects on English Spelling: A Structural Equation Model for Early Literacy Instruction

Linguistic and Cognitive Variables Predicting Reading Fluency of Poor and Good Readers in 2nd Grade

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