The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speaking (transparent orthography) kindergarteners were assessed on measures of vocabulary, PA, functions of verbal working memory, and early literacy skills at the beginning of the kindergarten year. The results indicate that a transparent orthography (Croatian) increases early decoding and encoding skills and they show expected correlations between PA, vocabulary, and early literacy abilities. English speakers did not show these correlations at the onset of the kindergarten year. We postulate that the nature of the deep orthography requires some instructional time for English-speaking children before PA and vocabulary will show predictive validity for reading acquisition.
2024. Spelling development of children with and without reading difficulties throughout elementary grades: evidence from the Greek orthography. Annals of Dyslexia 74:2 ► pp. 197 ff.
2023. The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration Across Countries. Reading Psychology 44:3 ► pp. 225 ff.
Kuvač Kraljević, Jelena, Ana Matić & Karolina Lice
2020. Putting the CAT-HR out: key properties and specificities. Aphasiology 34:7 ► pp. 820 ff.
Zaretsky, Elena
2020. Verbal working memory and early literacy acquisition: do ELLs allocate resources similar to their typical monolingual peers or monolingual children with SLI?. International Journal of Bilingual Education and Bilingualism 23:9 ► pp. 1051 ff.
Zaretsky, Elena
2020. English spelling acquisition by English Language Learners from Spanish-speaking background: The role of cognitive and linguistic resources and L1 reading status. Cognitive Development 55 ► pp. 100918 ff.
2018. The skills related to the early reading acquisition in Spain and Peru. PLOS ONE 13:3 ► pp. e0193450 ff.
Kudo, Milagros F., Cathy M. Lussier & H. Lee Swanson
2015. Reading disabilities in children: A selective meta-analysis of the cognitive literature. Research in Developmental Disabilities 40 ► pp. 51 ff.
Soodla, Piret, Marja-Kristiina Lerkkanen, Pekka Niemi, Eve Kikas, Gintautas Silinskas & Jari-Erik Nurmi
2015. Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies. Learning and Instruction 38 ► pp. 14 ff.
Courtney, Jane & Maggie Gravelle
2014. What makes the difference? An analysis of a reading intervention programme implemented in rural schools in Cambodia. Compare: A Journal of Comparative and International Education 44:3 ► pp. 416 ff.
Miller, Paul, Tevhide Kargin & Birkan Guldenoglu
2014. Differences in the reading of shallow and deep orthography: developmental evidence from Hebrew and Turkish readers. Journal of Research in Reading 37:4 ► pp. 409 ff.
This list is based on CrossRef data as of 13 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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