This article presents the results of a study of phonological awareness development with 43 grade 1 children in Russian primary school. It is suggested that languagespecific factors, such as the complexity of syllabic structure, as well as the salience of consonant-vowel (CV) units in Russian phonology and orthography influence the course of phonological awareness development of Russian schoolchildren. The findings suggest that the special cohesion of CV units in Russian orthography promotes rapid development of explicit awareness of CV units in Russian-speaking beginning readers, while the instability of syllabic boundaries slows down the process of developing explicit syllabic awareness. The results are discussed in terms of phonological units prominent at different levels of explicitness in connection with the qualitative shift in phonological awareness brought about by the onset of literacy acquisition. Keywords: reading development; phonological awareness; language-specific phonological patterns; orthographic depth; grain-size units; Russian-speaking beginning readers
Barnes, Emily, Neasa Ní Chiaráin & Ailbhe Ní Chasaide
2023. Bilingual (Irish-English) phonemic awareness: language-specific and universal contributions. Reading and Writing
Boulware‐Gooden, Regina, R. Malatesha Joshi & Elena Grigorenko
2015. The Role of Phonology, Morphology, and Orthography in English and Russian Spelling. Dyslexia 21:2 ► pp. 142 ff.
Czapka, Sophia, Nathalie Topaj & Natalia Gagarina
2023. Literacy instruction and lexicon size determine bilingual reading development of Russian-German children. International Journal of Bilingualism
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2022. Cognitive Requirements of the Phonological Tests Affect Their Ability to Discriminate Children With and Without Developmental Dyslexia. Journal of Speech, Language, and Hearing Research 65:10 ► pp. 3809 ff.
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Parshina, Olga, Irina A. Sekerina, Anastasiya Lopukhina & Titus von der Malsburg
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Sargiani, Renan de Almeida, Linnea C. Ehri & Maria Regina Maluf
2022. Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding. Reading Research Quarterly 57:2 ► pp. 629 ff.
Schmalz, Xenia, Eva Marinus, Serje Robidoux, Sallyanne Palethorpe, Anne Castles & Max Coltheart
2014. Quantifying the reliance on different sublexical correspondences in German and English. Journal of Cognitive Psychology 26:8 ► pp. 831 ff.
Zhukova, Marina & Elena Grigorenko
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