Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
2019, The TESOL Encyclopedia of English Language Teaching
When learning to read, one of the most fundamental processes for learners is understanding relationships between printed text and spoken language. Orthography refers to the language‐specific variations in these relationships. As one of the deepest alphabetic orthographies, the orthography of English is highly irregular and inconsistent in the relationships between letters and sounds, with many instances of a single letter representing multiple sounds, single sounds being mapped onto multiple different letters, and combinations of letters representing single sounds. This entry discusses the orthography of English as well as variation in orthographies and writing systems of multiple languages, and how learners' prior literacy experiences can impact their early literacy skills in English as an additional language. It also offers a number of pedagogical suggestions for ESL and EFL teachers to keep in mind when teaching early literacy skills.
Applied Psycholinguistics
Learning to read: English in comparison to six more regular orthographies2003 •
Reading performance of English children in Grades 1–4 was compared with reading performance of German-, Dutch-, Swedish-, French-, Spanish-, and Finnish-speaking children at the same grade levels. Three different tasks were used: numeral reading, number word reading, and pseudoword reading. The pseudowords shared the letter patterns for onsets and rimes with the number words. The results showed that with the exception of English, pseudowords in the remaining orthographies were read with a high level of accuracy (approaching 90%) by the end of Grade 1. In contrast to accuracy, reading fluency for pseudowords was affected not only by regularity but also by other orthographic differences. The results highlight the need for a revision of English-based characterizations of reading development.
Journal of Research in Reading
Learning a transparent orthography at five years old: reading development of children during their first year of formal reading instruction in Wales2004 •
Applied Psycholinguistics
Orthographic processing and children’s word reading2018 •
ABSTRACTTheories of reading development generally agree that, in addition to phonological decoding, some kind of orthographic processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of orthographic processing are key in reading development. We test here whether this is orthographic knowledge and/or orthographic learning. Whereas orthographic knowledge has been argued to reflect a child’s existing store of orthographic representations, orthographic learning is concerned with the ability to form these representations. In a longitudinal study of second- and third-grade students, we evaluate the relations between these two aspects of orthographic processing and word-reading outcomes. The results of our analyses show that variance captured by orthographic knowledge overlaps with that of word reading, to the point that they form a single latent word-reading factor. In contrast, orthographic learning is distinctive from this ...
2007 •
Students’ spellings have often been described as windows to their understanding of what they know about words, their orthographic knowledge (Henderson, 1990). The study of the spellings of English learners is an opportunity to look through a window into their orthographic knowledge and explore how development is shaped by students’ knowledge of other languages. In 1971, Charles Read amazed the field of literacy research by showing how the developmental spelling of preschool children reflected their growing knowledge of the English writing system. Read described how students’ spelling strategies could be explained linguistically by the actual similarities between the target letter and misspellings in the way they are articulated in the mouth (Read, 1971). A classic example is the relatively common misspelling of drive as JRF in which children substitute lettersounds that are similar in articulation, choosing the easier and more familiar sounds to pronounce, /jr/ for the harder to pro...
2013 •
We used structural equation modeling to investigate sources of individual differences in oral reading fluency in a transparent orthography, Russian. Phonological processing, orthographic processing, and rapid automatized naming were used as independent variables, each derived from a combination of two scores: phonological awareness and pseudoword repetition, spelling and orthographic choice, and rapid serial naming of letters and digits, respectively. The contribution of these to oral text-reading fluency was evaluated as a direct relationship and via two mediators, decoding accuracy and unitized reading, measured with a single-word oral reading test. The participants were "good" and "poor" readers, i.e., those with reading skills above the 90th and below the 10th percentiles (n = 1344, grades 2-6, St. Petersburg, Russia). In both groups, orthographic processing skills significantly contributed to fluency and unitized reading, but not to decoding accuracy. Phonological processing skills did not contribute directly to reading fluency in either group, while contributing to decoding accuracy and, to a lesser extent, to unitized reading. With respect to the roles of decoding accuracy and unitized reading, the results for good and poor readers diverged: in good readers, unitized reading, but not decoding accuracy, was significantly related to reading fluency. For poor readers, decoding accuracy (measured as pseudoword decoding) was related to reading fluency, but unitized reading was not. These results underscore the importance of orthographic skills for reading fluency even in an orthography with consistent phonology-to-orthography correspondences. They also point to a qualitative difference in the reading strategies of good and poor readers.
Australian Journal of Learning Disabilities
The phonemic‐orthographic nexus: The Phonemic‐Orthographic Literacy Program1999 •
Journal of Education and Practice ( https://iiste.org/)
Impact of English Orthography on Learning English Sounds and Spelling2018 •
In order to learn or study English as a foreign language, the learner must be aware of pronunciation skills besides other skills which are of great importance for studying it. In Sudan, there is a large number of people who are interested in learning English as a foreign language. Among them are the students of English language at the University of Gezira. Many studies have demonstrated that the errors made by the speakers of other language who speak English, are systematic rather than random. For instance, scholars and linguists demonstrated that Arab learners of English face problems in pronunciation of sound which they are not familiar with. The present study is limited to the University of Gezira, Faculty of Education – Hassahisa English Department, students during the academic year 2015-2016 and the teachers who teach at University of Gezira-Faculty of Education Hantoub-English Department. The researcher followed the analytical descriptive method to carry out the study. The too...
Learning and Individual Differences
The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children2012 •
Galletly, S. A., & Knight, B. A. (2013). Because trucks aren't bicycles: Orthographic complexity as a disregarded variable in reading research. Australian Educational Researcher, 40(2), 173-194. Severe enduring reading- and writing-accuracy difficulties seem a phenomenon largely restricted to nations using complex orthographies, notably Anglophone nations, given English’s highly complex orthography (Geva and Siegel, 2000; Landerl et al.,1997; Share, 2008; Torgesen and Davis, 1996; Vellutino, 2000). They seem rare in transparent orthography nations such as Finland, which use highly regular spelling and few spelling rules beyond letter sounds, and most children read and write with impressive accuracy by the end of Year 1 (Holopainen et al., 2001; Seymour et al., 2003; Spencer and Hanley, 2003; 2004). Orthographic complexity has strong and diverse impacts on reading, writing and academic development (Aro, 2004; Galletly and Knight, 2004; 2011). Despite these strong effects, orthographic complexity is rarely included as a variable in reading research studies considering evidence from both Anglophone (complex orthography) and transparent-orthography readers, or included in discussion of factors influencing results. This paper discusses the differences in reading-accuracy development and difficulties evidenced in studies of Anglophone (complex-orthography) and transparent-orthography readers. It then explores instances of orthographic complexity not being considered in studies where it may have impacted results. This disregarding of orthographic complexity as a variable in research studies appears an oversight, one likely to be contributing to continuing confusion on many aspects of reading and writing development in both healthy- and low-progress readers. Needs for research in these areas are discussed.
Atna journal of tourism studies
A Study on Destination Image of Kerala as an Ayurvedic Health Care Destination2012 •
Systematic Reviews in Pharmacy
Osmotic Fragility And Hemolysis% Of Human Erythrocytes Β-Thalassemia Major And Anemia Patients Compared To Healthy Subjects2021 •
Kardiologia Polska
Prediction of high risk of non-adherence to antiplatelet treatment2016 •
Pan African Medical Journal
Isolated posterior malleolus fracture: a rare injury mechanism2015 •
Zeitschrift für Naturforschung B
Poly(pyrazol-1-ylmethyl)benzene Palladium Complexes: Synthesis, Characterisation and Evaluation as Heck Coupling Catalysts2007 •
2017 •
Hearing, Balance and Communication
Feasibility of virtual reality-based balance rehabilitation in adults with spinocerebellar ataxia: a prospective observational study2017 •