The Structure of English Orthography

Venezky, Richard L.

doi:10.1515/9783110804478

Cited by 567 publications

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“…In alphabetic scripts, such as English, the basic unit represented by a grapheme is essentially a phoneme (Venezky, 1970). A grapheme is defined as a letter or combination of letters that represents a phoneme.…”

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Grapheme—phoneme probabilities in British English

Gontijo

Shillcock

2003

Behavior Research Methods, Instruments, & Computers

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A computational analysis of a large British English database was performed and frequencies of occurrence of grapheme-phoneme correspondences were obtained. A computer program was implemented, which used these frequencies to predict the probabilities of all possible pronunciations of any given string of graphemes. These results led to a proposal for a quantitative method of measurement of the orthographic depth of different languages.

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Grapheme—phoneme probabilities in British English

Gontijo

Shillcock

2003

Behavior Research Methods, Instruments, & Computers

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“…Their experiments centered around the existence of a spelling-tosound regularity effect in word recognition. That is, they found that subjects named lists of words that followed spelling-to-sound correspondence rules (as defined by Venezky, 1970, for example) faster than lists of words not following such rules (e.g., "have"). Subsequent work by Stanovich and Bauer (1978) using a discrete-trial procedure replicated the findings of a statistically reliable regularity effect (although the magnitude of the effect was considerably smaller than that observed by Baron and Strawson).…”

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Lexical access and the spelling-to-sound regularity effect

Bauer

Stanovich

1980

Memory & Cognition

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A number of investigators have reported that words that follow spelling-to-sound rules can be recognized faster than words that violate such rules (the "regularity" effect). On occasion, the absence of a regularity effect is reported, however. The first two experiments of the present paper report that a regularity effect can be obtained in a lexical decision task with word sets that previously have been reported not to produce such an effect, when consideration is given to the consistency or inconsistency of the pronunciations of each word's visually similar "neighbors." Subsequent experiments demonstrated that the obtained regularity effect does not vary as a function of mixed-vs. single-case presentation (Experiment 3) or visual quality (Experiment 4) in a lexical decision task. These results are explained in terms of Glushko's (1979) activation and synthesis model of lexical access. It is argued that the obtained results are incompatible with traditional dual process models of lexical access (which incorporate separate visual and phonological pathways and spelling-to-sound rules) and fully compatible with Glushko's model. It is concluded that spelling-to-sound regularity is not a property of a word in isolation, but rather a property of a word in the context of visually similar words that are activated in the course of recognition.

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“…'ghost','ghetto','gherkin'), but at the middle and end of words it is never pronounced as /g/ (it is often /f/ in these contexts). It is outside the scope of this article to give a comprehensive account of the principles of English spelling (see Carney 1998 for a brief accessible overview; also Venezky 1967Venezky , 1970Stubbs 1980, ch. 3), but it is important to note that not all these principles relate letters to sounds. It is now well recognized that English spelling is not only phonemic (i.e.…”

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To what extent does a regional dialect and accent impact on the development of reading and writing skills?

Snell

Andrews

2016

Cambridge Journal of Education

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AcknowledgementThis work was supported by the British Broadcasting Corporation under Grant R01085 at the UCL Institute of Education and the University of Leeds. We also acknowledge the help of Pritti Mistry at the BBC for working on the formation of the research question with us. All research reviews are necessarily limited, and we would be grateful to hear of any further and/or recent research on the topic. DisclosureThe authors have gained no financial interest or benefit from the direct application of their research. 2 AbstractThe issue of whether a regional accent and/or dialect impact(s) on the development of literacy skills remains current in the UK. For decades the issue has dogged debate about education outcomes, portable skills and employability. The article summarizes research on the topic using systematic review methodology. A scoping review was undertaken with the research question 'To what extent does a regional dialect and accent impact on the development of reading and writing skills?'. The review covers research relevant to the teaching of 5-16 year olds in England, but also draws on research within Europe, the USA, Australia and the Caribbean. The results suggest that curricula have marginalized language variation; that the impact of regional accent and dialect on writing is relatively minor; that young people are adept at style-shifting between standard and non-standard forms; and that inappropriate pedagogical responses to regional variation can have detrimental effects on children's educational achievement.

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The Structure of English Orthography

Cited by 567 publications

References 0 publications

Grapheme—phoneme probabilities in British English

Grapheme—phoneme probabilities in British English

Lexical access and the spelling-to-sound regularity effect

To what extent does a regional dialect and accent impact on the development of reading and writing skills?

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