Variations in reading and spelling acquisition in Portuguese, French and Spanish: A cross-linguistic comparison

Serrano, Francisca; Genard, Nathalie; Sucena, Ana; Defior, Sylvia; Alegría, Jesús; Mousty, Philippe; Leybaert, Jacqueline; Castro, São Luís; Seymour, Philip H. K.

doi:10.5334/jpl.106

Cited by 37 publications

(33 citation statements)

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“…1), identifying the shallower orthographies as Finnish, Greek, Spanish, Icelandic, Norwegian and Swedish, the intermediate group as Portuguese and French, and the deepest orthographies as Danish and English. Subsequent work has broadly supported this classification except to suggest that French may be a deeper orthography than Portuguese, and that Swedish may be deeper than Icelandic and Norwegian (Borgwaldt, Hellwig, & de Groot, 2005;Serrano et al, 2010;Seymour et al, 2003).…”

Section: The Influence Of Orthographymentioning

confidence: 99%

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. b s t r a c tPhonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.

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Section: The Influence Of Orthographymentioning

confidence: 99%

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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“…Other comparative studies have also produced similar results (e.g. Defior et al, 2002;Serrano et al, 2010). It is important to take a language's characteristics into account, namely the degree of its orthographic transparency and syllabic structure, because these highly affect the learning process (Castells, 2009); other factors include socio-cultural differences-in school systems, curricula, teaching methods and so on.…”

Section: Introductionmentioning

confidence: 74%

“…This variation across languages is responsible for differences in reading development (e.g. Defior et al, 2002;Kessler & Treiman, 2015;Serrano et al, 2010;Seymour et al, 2003;Ziegler et al, 2010). According to these authors, it is relatively easy to learn about phonemes if one letter consistently maps onto one and the same phoneme, or if one phoneme consistently maps to one and the same letter.…”

Section: Learning To Readmentioning

confidence: 99%

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Effective literacy teaching practices in Portugal: A study in first grade

Gaitas¹,

Martins²,

Fijalkow³

2017

L1 Educational Studies in Language and Literature

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This article examines the effect of literacy teaching practices on the reading ability of first grade pupils in Portuguese, a semi-transparent orthography. First grade teachers (N=267) self-reported their literacy teaching practices through a questionnaire. Hierarchical cluster analysis revealed three groups with different practices -Language Experience, Phonic, and Balanced. Eight teachers from each group were randomly selected for classroom observation (N=24) to gain more in-depth information about their practices, namely by analysing classroom management procedures and materials used. Their pupils' reading abilities were assessed at the beginning and end of the first grade (N=465) through two tasks: word reading and comprehension. Multivariate analysis of covariance, controlling for mother's educational levels, showed that pupils of balanced teachers had better results than pupils in the other two groups. These results are in line with those described in the English literature, pointing out that the key term for describing successful literacy teaching practices is balance: balance in classroom management procedures, from more teacher-centred to more pupil-centred; balance in different types of reading materials, from more authentic materials to materials designed to work on specific skills; and balance between explicit instruction in grapheme-phoneme correspondences and reading and writing authentic texts.

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“…El grado de transparencia del código escrito, tal como muestran los estudios translingüísticos, afecta al desarrollo de las habilidades lectoras (Caravolas et al, 2013;Caravolas y Landerl, 2010, Defior, 2004Defior, Martos y Cary, 2002, Müller y Brady, 2001Serrano et al, 2011;Seymour, Aro y Erskine, 2003). En el caso del español, parece que la conciencia fonológica es importante en el inicio del aprendizaje de la lectura, posteriormente pierde su importancia debido quizá a que el español es una lengua transparente y regular de modo que las reglas de conversión grafema-fonema se aprenden muy rápido (Defior, 2008).…”

Section: Periodos Del Desarrollo Lectorunclassified