About: Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies

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About: Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies Goto Sponge NotDistinct Permalink

An Entity of Type : http://linked.opendata.cz/ontology/domain/vavai/Vysledek, within Data Space : linked.opendata.cz associated with source document(s)

Attributes	Values
rdf:type	skos:Concept http://linked.opendata.cz/ontology/domain/vavai/Vysledek
rdfs:seeAlso	http://dx.doi.org/10.1177/0956797612473122
Description	All alphabetic orthographies use letters in printed words to represent the phonemes in spoken words, but they differ in the consistency of the relationship between letters and phonemes. English appears to be the least consistent alphabetic orthography phonologically, and, consequently, children learn to read more slowly in English than in languages with more consistent orthographies. In this article, we report the first longitudinal evidence that the growth of reading skills is slower and follows a different trajectory in English than in two much more consistent orthographies (Spanish and Czech). Nevertheless, phoneme awareness, letter-sound knowledge, and rapid automatized naming measured at the onset of literacy instruction did not differ in importance as predictors of variations in reading development among the three languages. These findings suggest that although children may learn to read more rapidly in more consistent than in less consistent orthographies, there may nevertheless be universal cognitive prerequisites for learning to read in all alphabetic orthographies. All alphabetic orthographies use letters in printed words to represent the phonemes in spoken words, but they differ in the consistency of the relationship between letters and phonemes. English appears to be the least consistent alphabetic orthography phonologically, and, consequently, children learn to read more slowly in English than in languages with more consistent orthographies. In this article, we report the first longitudinal evidence that the growth of reading skills is slower and follows a different trajectory in English than in two much more consistent orthographies (Spanish and Czech). Nevertheless, phoneme awareness, letter-sound knowledge, and rapid automatized naming measured at the onset of literacy instruction did not differ in importance as predictors of variations in reading development among the three languages. These findings suggest that although children may learn to read more rapidly in more consistent than in less consistent orthographies, there may nevertheless be universal cognitive prerequisites for learning to read in all alphabetic orthographies. (en)
Title	Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies (en)
skos:prefLabel	Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies (en)
skos:notation	RIV/00216208:11410/13:10140209!RIV15-MSM-11410___
http://linked.open...avai/riv/aktivita	I
http://linked.open...avai/riv/aktivity	I
http://linked.open...iv/cisloPeriodika	8
http://linked.open...vai/riv/dodaniDat	2015
http://linked.open...aciTvurceVysledku	Seidlová Málková, Gabriela
http://linked.open.../riv/druhVysledku	J - Článek v odborném periodiku
http://linked.open...iv/duvernostUdaju	S - Úplné a pravdivé údaje nepodléhající ochraně podle zvláštních právních předpisů
http://linked.open...titaPredkladatele	Univerzita Karlova v Praze / Pedagogická fakulta
http://linked.open...dnocenehoVysledku	69632
http://linked.open...ai/riv/idVysledku	RIV/00216208:11410/13:10140209
http://linked.open...riv/jazykVysledku	eng - angličtina
http://linked.open.../riv/klicovaSlova	reading; educational psychology; cognitive development (en)
http://linked.open.../riv/klicoveSlovo	reading educational psychology cognitive development
http://linked.open...odStatuVydavatele	US - Spojené státy americké
http://linked.open...ontrolniKodProRIV	[9D8C97FB6C37]
http://linked.open...i/riv/nazevZdroje	Psychological Science
http://linked.open...in/vavai/riv/obor	AN
http://linked.open...ichTvurcuVysledku	1 (xsd:int)
http://linked.open...cetTvurcuVysledku	5 (xsd:int)
http://linked.open...UplatneniVysledku	2013
http://linked.open...v/svazekPeriodika	24
http://linked.open...iv/tvurceVysledku	Seidlová Málková, Gabriela Defior, Sylvia Hulme, Charles Caravolas, Marketa Lervag, Arne
http://linked.open...ain/vavai/riv/wos	000322904700003
issn	0956-7976
number of pages	10 (xsd:int)
http://bibframe.org/vocab/doi	10.1177/0956797612473122
http://localhost/t...ganizacniJednotka	11410

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