Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals

2001 ◽  
Vol 25 (2) ◽  
pp. 140-147 ◽  
Author(s):  
Narges Arab-Moghaddam ◽  
Monique Senechal
Keyword(s):  
Phonological Processing ◽  
Grade Level ◽  
Word Reading ◽  
Reading Performance ◽  
Orthographic Processing ◽  
Spelling Performance ◽  
Concurrent Development ◽  
English Speaking ◽  
Iranian Children ◽  
Reading And Spelling

The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.

scholarly journals Studies on spelling in the context of dyslexia: a literature review

Revista CEFAC ◽  
2017 ◽  
Vol 19 (6) ◽  
pp. 842-854 ◽  
Author(s):  
Luciana Cidrim ◽  
Francisco Madeiro
Keyword(s):  
Literature Review ◽  
Phonological Processing ◽  
Intervention Strategies ◽  
Orthographic Processing ◽  
Review Of The Literature ◽  
Phonological Information ◽  
New Words ◽  
Spelling Performance ◽  
Scopus Database ◽  
The Relationship

ABSTRACT This paper aimed at reviewing the literature related to national and international research on spelling difficulties by dyslexics and identifying the intervention approaches performed with regard to this topic. An integrative review of the literature was carried out in order to answer the question: considering the domain of the orthography, one of the challenges frequently faced by dyslexics, how are studies on the relationship between dyslexia and spelling characterized? The research was carried out in PubMed platform, Scopus database and Portal de Periódicos CAPES/MEC. To search the articles, the following descriptors were used: "dislexia" or "dyslexia" with the free terms "ortografia" or "spelling". One aspect should be highlighted: some works indicate that difficulties in the spelling performance by dyslexics are not exclusively due to phonological processing failures - they are also secondary to alterations in orthographic processing. A challenge faced by dyslexics is to retain phonological information to use in writing new orthographic forms. Researchers suggest that intervention strategies include phonological, orthographic and lexical activities. It is observed that few studies have analyzed the difficulties that dyslexics face when dealing with new words, as well as writing, correctly, frequently used words in their own language.

scholarly journals The Critical Role of Word Reading as a Predictor of Response to Intervention

2019 ◽  
Vol 53 (6) ◽  
pp. 415-427 ◽  
Author(s):  
Sharon Vaughn ◽  
Philip Capin ◽  
Nancy Scammacca ◽  
Greg Roberts ◽  
Paul Cirino ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Response To Intervention ◽  
Phonological Processing ◽  
Word Reading ◽  
Function Analysis ◽  
Critical Role ◽  
Reading Proficiency ◽  
Reading Performance ◽  
Cluster Membership ◽  
Math Calculation

This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties ( N = 481) were classified into three clusters of word reading proficiency based on their pretest performance: (a) very low, (b) low, and (c) near adequate. We examined their performance on several academic, language, and executive functioning measures at the beginning of the year and their reading comprehension performance at the beginning of year and after 1 year of reading intervention to examine how each cluster responded to instruction. Results from a discriminant function analysis indicated that performance on five pretest variables were meaningful predictors of word reading proficiency cluster membership: phonological processing, writing fluency, math calculation, math fluency, and reading efficiency and comprehension. Results also demonstrated that word reading proficiency at pretest was related to response to intervention on reading comprehension measures. Students in the very low word reading proficiency cluster showed minimal response to intervention whereas the near-adequate word reading cluster demonstrated greatest response to intervention. These results suggest word reading is a critical predictor of response to intervention for students with significant comprehension problems in the upper elementary grades and that students with the most substantial word reading problems may require more intensive and specialized treatments than students with greater word reading performance to show meaningful progress in reading.

Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes

2003 ◽  
Vol 24 (1) ◽  
pp. 1-25 ◽  
Author(s):  
MIN WANG ◽  
ESTHER GEVA
Keyword(s):  
Second Language ◽  
Literacy Skills ◽  
Chinese Children ◽  
Orthographic Processing ◽  
Second Language Literacy ◽  
Spelling Performance ◽  
English Speaking ◽  
Early Transfer ◽  
The Difference ◽  
Esl Learners

The present study compared lexical and visual–orthographic processing in the spelling performance of 30 Cantonese Chinese children who are English as a second language (ESL) learners to that of 33 native English-speaking (L1) children. Chinese ESL children showed poorer performance in spelling to dictation of pseudowords than L1 children. The difference between real word and pseudoword spelling performances for ESL children was significantly greater than that for L1 children. Moreover, Chinese ESL children outperformed their L1 counterparts in a confrontation spelling task of orthographically legitimate and illegitimate letter strings. In line with their advantage in spelling visually presented materials, the difference between spelling performance on legitimate and illegitimate letter strings for the Chinese children was significantly smaller than that for the L1 children. These findings are discussed in terms of early transfer of L1 literacy skills in second language literacy acquisition and support for a multiroute reading model.

Impact of early home language exposure on phonological and orthographic skills and their contributions to English literacy abilities in English monolingual and Chinese–English bilingual adults

2016 ◽  
Vol 38 (1) ◽  
pp. 181-210 ◽  
Author(s):  
STEPHANIE H. M. YEONG ◽  
JANET FLETCHER ◽  
DONNA M. BAYLISS
Keyword(s):  
Second Language ◽  
Word Reading ◽  
First Language ◽  
English Word ◽  
Orthographic Processing ◽  
Group Differences ◽  
Significant Group ◽  
Phonological Skills ◽  
Reading And Spelling ◽  
English Monolingual

ABSTRACTRelatively little is known about the importance of phonological and orthographic processing skills for reading and spelling in monolingual and bilingual adults. We compared these underlying skills, using a series of phonological and orthographic tasks, in English monolingual (n = 28), English first language and Chinese second language bilingual (n = 21), and Chinese first language and English second language bilingual adults (n = 22) who were equally proficient in reading and spelling English, and examined the contributions of these skills to English word reading and spelling for each group. The results showed group differences in phonological processing, with English monolingual adults having better phonological skills than both groups of bilingual adults. No significant group differences were found for orthographic processing. Regression analyses showed phonological skills were a unique predictor of English word reading for both bilingual groups, but not for the English monolingual group. Orthographic skills were a significant predictor of English word spelling, but only for the English monolingual adults. This suggests there may be a long-lasting influence of being exposed to two contrasting languages on skills underlying literacy in bilingual individuals.

The Relation Between Linguistic Awareness Skills and Spelling in Adults: A Comparison Among Scoring Procedures

2020 ◽  
Vol 63 (4) ◽  
pp. 1240-1253
Author(s):  
Victoria S. Henbest ◽  
Lisa Fitton ◽  
Krystal L. Werfel ◽  
Kenn Apel
Keyword(s):  
Phonemic Awareness ◽  
Concurrent Validity ◽  
Word Reading ◽  
Continuous Measure ◽  
Scoring Methods ◽  
Syntactic Awareness ◽  
Scoring Method ◽  
Spelling Performance ◽  
Linguistic Awareness ◽  
Average Readers

Purpose Spelling is a skill that relies on an individual's linguistic awareness, the ability to overtly manipulate language. The ability to accurately spell is important for academic and career success into adulthood. The spelling skills of adults have received some attention in the literature, but there is limited information regarding which approach for analyzing adults' spelling is optimal for guiding instruction or intervention for those who struggle. Thus, we aimed to examine the concurrent validity of four different scoring methods for measuring adults' spellings (a dichotomous scoring method and three continuous methods) and to determine whether adults' linguistic awareness skills differentially predict spelling outcomes based on the scoring method employed. Method Sixty undergraduate college students who were determined to be average readers as measured by a word reading and contextual word reading task were administered a spelling task as well as morphological, orthographic, phonemic, and syntactic awareness tasks. Results All four scoring methods were highly correlated suggesting high concurrent validity among the measures. Two linguistic awareness skills, morphological awareness and syntactic awareness, predicted spelling performance on both the dichotomous and continuous scoring methods. Contrastively, phonemic awareness and orthographic awareness predicted spelling performance only when spelling was scored using a continuous measure error analysis. Conclusions The results of this study confirm that multiple linguistic awareness skills are important for spelling in adults who are average readers. The results also highlight the need for using continuous measures of spelling when planning intervention or instruction, particularly in the areas of orthographic and phonemic awareness.

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