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Artículos de revistas sobre el tema "Transparent orthography"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de marzo de 2023

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1

Zeguers, M. H. T., P. Snellings, H. M. Huizenga y M. W. van der Molen. "Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography". Quarterly Journal of Experimental Psychology 67, n.º 10 (octubre de 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.

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In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects were absent. The second study explicitly manipulated the strength of the phonological difference and revealed that both orthographic and phonological priming effects became identifiable when phonological differences were strong enough. This suggests that, similar to opaque orthographies, strong phonological differences are a prerequisite to separate orthographic and phonological priming effects in transparent orthographies. Orthographic and phonological priming appeared to follow distinct time courses, with orthographic codes being quickly translated into phonological codes and phonology dominating the remainder of the lexical access phase.

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2

Öney, Banu y Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography". Applied Psycholinguistics 18, n.º 1 (enero de 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.

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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of the school year. The impact of these factors on the development of word recognition, spelling, and reading comprehension was examined. The results strongly suggest that a phonologically transparent orthography fosters the early development of word recognition skills, and that phonological awareness contributes to word recognition in the early stages of reading acquisition. Once the children's word recognition performance is high, listening comprehension ability distinguishes the different levels of reading comprehension among children. These patterns of results were interpreted as reflecting the phonological and orthographic characteristics of the Turkish language and orthography.

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3

Haisma, Joyce. "Dyslexic Subtypes and Literacy Skills in L2 Opaque English". Toegepaste Taalwetenschap in Artikelen 81 (1 de enero de 2009): 65–74. http://dx.doi.org/10.1075/ttwia.81.07hai.

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In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with orthographic depth. To test this, Dutch teenagers with phonological and surface dyslexia performed Dutch and English orthographic competence and spelling tasks. The results seem to indicate that people with phonological dyslexia are more successful in reading English as an L2 opaque than Dutch as an L1 transparent orthography; however, in the case of spelling, the reverse pattern is observed.

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4

Goswami, Usha, Jean Emile Gombert y Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish". Applied Psycholinguistics 19, n.º 1 (enero de 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.

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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.

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5

Georgiou, Georgios P. "How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests". Languages 6, n.º 3 (11 de julio de 2021): 118. http://dx.doi.org/10.3390/languages6030118.

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Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.

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6

Raman, Ilhan y Brendan Stuart Weekes. "Deep Dysgraphia in Turkish". Behavioural Neurology 16, n.º 2-3 (2005): 59–69. http://dx.doi.org/10.1155/2005/568540.

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Deep dysgraphic patients make semantic errors when writing to dictation and they cannot write nonwords. Extant reports of deep dysgraphia come from languages with relatively opaque orthographies. Turkish is a transparent orthography because the bidirectional mappings between phonology and orthography are completely predictable. We report BRB, a biscriptal Turkish-English speaker who has acquired dysgraphia characterised by semantic errors as well as effects of grammatical class and imageability on writing in Turkish. Nonword spelling is abolished. A similar pattern of errors is observed in English. BRB is the first report of acquired dysgraphia in a truly transparent writing system. We argue that deep dysgraphia results from damage to the mappings that are common to both languages between word meanings and orthographic representations.

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7

Duranović, Mirela. "Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography". Journal of Learning Disabilities 50, n.º 5 (22 de abril de 2016): 591–601. http://dx.doi.org/10.1177/0022219416645814.

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The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in Bosnian language with transparent orthography. Three main error categories were distinguished: phonological, orthographic, and grammatical errors. An analysis of error type showed 86% of phonological errors,10% of orthographic errors, and 4% of grammatical errors. Furthermore, the majority errors were the omissions and substitutions, followed by the insertions, omission of rules of assimilation by voicing, and errors with utilization of suffix. We can conclude that phonological errors were dominant in children with dyslexia at all grade levels.

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8

Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core y Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography". Written Language and Literacy 12, n.º 1 (18 de agosto de 2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.

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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.

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9

Adams, Ashley Marie, Arthur M. Glenberg y M. Adelaida Restrepo. "Embodied reading in a transparent orthography". Learning and Instruction 62 (agosto de 2019): 27–36. http://dx.doi.org/10.1016/j.learninstruc.2019.03.003.

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10

Hricová, Marianna y Brendan Stuart Weekes. "Acquired Dyslexia in a Transparent Orthography: An Analysis of Acquired Disorders of Reading in the Slovak Language". Behavioural Neurology 25, n.º 3 (2012): 205–13. http://dx.doi.org/10.1155/2012/127419.

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The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in English and French, but there was no evidence of surface dyslexia. The findings are discussed in terms of the orthographic depth hypothesis.

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11

Bravo-Valdivieso, Luis y José-Pablo Escobar. "How transparent is Spanish orthography? / ¿Cuán transparente es nuestra ortografía castellana?" Estudios de Psicología 35, n.º 3 (2 de septiembre de 2014): 442–49. http://dx.doi.org/10.1080/02109395.2014.965455.

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12

Justi, Francis R. R. y Antonio Jaeger. "Orthographic neighborhood effects in recognition and recall tasks in a transparent orthography." Journal of Experimental Psychology: Learning, Memory, and Cognition 43, n.º 4 (2017): 565–78. http://dx.doi.org/10.1037/xlm0000327.

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13

Serrano, Francisca y Sylvia Defior. "Dyslexia speed problems in a transparent orthography". Annals of Dyslexia 58, n.º 1 (16 de mayo de 2008): 81–95. http://dx.doi.org/10.1007/s11881-008-0013-6.

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14

ESCUDERO, PAOLA. "Orthography plays a limited role when learning the phonological forms of new words: The case of Spanish and English learners of novel Dutch words". Applied Psycholinguistics 36, n.º 1 (enero de 2015): 7–22. http://dx.doi.org/10.1017/s014271641400040x.

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ABSTRACTSome previous studies have shown that the availability of orthographic information leads to positive effects for second language (L2) phonology, while others document negative effects. In this paper, we examine the role of orthography on novel spoken-word learning by comparing word pairs that differed in most or all of their segments (nonminimal pairs) and those that only differed in one phoneme (minimal pairs) that was considered easy or difficult to discriminate. We tested the performance of learners whose native languages have transparent orthographies as well as learners with opaque orthographies. Our findings show that regardless of linguistic background and native orthographic system, availability of orthographic information during word learning did not have an effect on nonminimal pairs or perceptually easy minimal pairs. However, it had a positive effect on two minimal pairs that had the highest accuracy among the seven perceptually difficult ones, indicating that orthography only helped contrasts that were relatively easy to discriminate. The implications of these findings for L2 teaching and for future directions within L2 phonology are discussed.

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15

ZHANG, JIE, HONG LI, QIONG DONG, JIE XU y ELIZABETH SHOLAR. "Implicit use of radicals in learning characters for nonnative learners of Chinese". Applied Psycholinguistics 37, n.º 3 (13 de abril de 2015): 507–27. http://dx.doi.org/10.1017/s0142716415000090.

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ABSTRACTThis study investigated whether beginning nonnative learners of Chinese can use phonological and semantic information of radicals to learn the sounds and meanings of new Chinese characters. Thirty-four seventh- and eighth-grade American adolescents, who received intensive Chinese instruction for one semester, were taught 16 compound pseudocharacters paired with novel pictures over three learning trials. After each learning trial, students were asked to produce the sounds and meanings of pseudocharacters in which semantic transparency and phonetic regularity of radicals were manipulated. Results showed a facilitation effect of transparent semantic radicals in learning character meanings in early trials. There was a trend that students learned to read regular and transparent characters better than irregular and opaque characters. The ability to learn orthography–pronunciation association uniquely predicted Chinese word reading after controlling for semantic and phonetic radical knowledge. These findings suggest a predominant use of semantic strategies and the importance of orthography to phonology mappings in learning to read Chinese for beginning nonnative learners of Chinese.

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16

Tomcsányi, Judit. "Hipercorrección ortográfica en la marcación del acento en documentos académicos y divulgativos en Costa Rica (Orthographic Hypercorrection Using Accent Marks in Academic and Informative Documents in Costa Rica)". LETRAS 2, n.º 58 (30 de enero de 2017): 29. http://dx.doi.org/10.15359/rl.2-58.2.

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Trata el tema de la hipercorrección ortográfica, relacionada con el uso abusivo y la dislocación del acento ortográfico en ciertos tipos de textos en el medio costarricense. Desde el análisis fonológico de Harris, basado en la teoría métrica, y de estudios psicolingüísticos sobre el procesamiento de la palabra escrita (Frost, Taft), se sostiene que esa hipercorrección obedece a un procesamiento lexical de la escritura, típica de sistemas ortográficos opacos, y deja de lado el carácter transparente de la ortografía española. Se identifica una orientación de este procesamiento lexical hacia características marcadas del acento que podría ser la expresión de una concepción particular de la ortografía por parte del hablante.This paper examines data of a special kind of misuse of orthographic accent in Spanish, namely its abusive or dislocated application in certain types of texts in Costa Rica. From the perspective of phonological analysis (Harris) in the frame of metrical theory, and of psycholinguistic research on written word processing (Frost, Taft) we argue that this type of hypercorrection is due to lexical processing, typically related to deep orthographies, leaving aside the basically transparent nature of Spanish orthography. A specific orientation of this lexical processing to accent markedness is identified suggesting a particular conception users have of orthography.

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17

Curatelli, Francesco y Chiara Martinengo. "Keystroke Saving in a Language with Highly Transparent Orthography". Journal of Computing and Information Technology 18, n.º 3 (2010): 275. http://dx.doi.org/10.2498/cit.1001737.

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18

Verhoeven, Ludo y Jos Keuning. "The Nature of Developmental Dyslexia in a Transparent Orthography". Scientific Studies of Reading 22, n.º 1 (8 de septiembre de 2017): 7–23. http://dx.doi.org/10.1080/10888438.2017.1317780.

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19

Silinskas, Gintautas, Minna Torppa, Marja-Kristiina Lerkkanen y Jari-Erik Nurmi. "The home literacy model in a highly transparent orthography". School Effectiveness and School Improvement 31, n.º 1 (29 de julio de 2019): 80–101. http://dx.doi.org/10.1080/09243453.2019.1642213.

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20

Vuković, Bojana y Mirela Duranović. "SPELLING ERRORS OF DYSLEXIC CHILDREN IN TRANSPARENT ORTHOGRAPHY: SPECIFIC DEFICIT OR DEVELOPMENTAL DEALY?" Research in Education and Rehabilitation 5, n.º 2 (diciembre de 2022): 80–90. http://dx.doi.org/10.51558/2744-1555.2022.5.2.80.

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The aim of this paper was to analyze the spelling errors of children with dyslexia, in order to determine whether they have a specific pattern of spelling errors or are simply late in acquiring spelling skills. The sample included 30 children with dyslexiaand 30 spelling-level-matched younger children. The research was conducted in the area of Sarajevo Canton and Tuzla Canton in the period from March to May 2022. The results showed that children with dyslexia make similar patterns of errors as spelling-level-matched group. The obtained results show that children with dyslexia in transparent orthography do not have a specific deficit in spelling, but rather delay in acquiring spelling skills. Key words:dyslexia, transparent orthography, spelling errors, specific deficit, delay.

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21

Raman, Ilhan, Bahman Baluch y Peter Sneddon. "What Is the Cognitive System's Preferred Route for Deriving Phonology from Print?" European Psychologist 1, n.º 3 (enero de 1996): 221–27. http://dx.doi.org/10.1027/1016-9040.1.3.221.

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The present study examined the manner in which Turkish readers read aloud words printed in shallow (transparent) Turkish orthography. The first experiment showed that when the set consists of only word stimuli there is a significant word-frequency effect. This indicates that readers had made reference to lexical information for naming. The result of a second experiment, on the other hand, showed that when an equal number of nonwords are embedded in the stimulus set the word-frequency effect disappears. This indicates that readers had made reference to nonlexical information for naming. These results support the ideas that: (a) the preferred route for naming amongst readers of Turkish script is lexical, regardless of the orthographic-phonological transparency; and (b) the naming process is indeed a flexible one in which task demands may affect the nature of the route used for naming. The above findings are discussed in relation to research on shallow and deep (nonshallow) orthographies .

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22

Łockiewicz, Marta y Nina Ciecholewska. "Phonological processing and reading in a semi-transparent orthography (Polish)". L1 Educational Studies in Language and Literature 17, Open Issue, Open Issue (junio de 2017): 1–13. http://dx.doi.org/10.17239/l1esll-2017.17.01.02.

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23

Marcolini, Stefania, Cristina Burani y Lucia Colombo. "Lexical effects on children’s pseudoword reading in a transparent orthography". Reading and Writing 22, n.º 5 (1 de abril de 2008): 531–44. http://dx.doi.org/10.1007/s11145-008-9123-0.

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24

Cossu, G., D. Shankweiler, I. Y. Liberman y M. Gugliotta. "Visual and phonological determinants of misreadings in a transparent orthography". Reading and Writing 7, n.º 3 (septiembre de 1995): 237–56. http://dx.doi.org/10.1007/bf02539523.

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25

Goncalves, Alison Roberto y Rosane Silveira. "Orthographic effects in speech production: A psycholinguistic study with adult Brazilian-Portuguese English bilinguals / Efeitos ortográficos na produção da fala: um estudo psicolinguístico com adultos bilíngues falantes de Português Brasileiro e Inglês". REVISTA DE ESTUDOS DA LINGUAGEM 28, n.º 3 (27 de mayo de 2020): 1461. http://dx.doi.org/10.17851/2237-2083.28.3.1461-1494.

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Abstract: The present study inquired whether orthography affects phonological processing of English as an L2. To do so, a lexicon that simulated opaque and transparent grapho-phonic English relations in nuclear position was developed (e.g., keet, deit, toud). Bilingual speakers of Brazilian Portuguese and English were compelled to learn this new lexicon through a repeated-exposure training paradigm in which they were introduced to the lexicon phonological forms associated with their visual forms, and then to the phonological forms associated with their visual and orthographic forms. After undergoing training, subjects were tested with a Timed Picture Naming task to investigate orthographic recruitment in spoken production. Results suggested that orthography influenced naming of the trained words, indicating that the process of converting a visual input into its phono-articulatory representations for production involves orthographic activation. Such a finding was interpreted as a frequency effect of the grapho-phonic combination, which resulted in lack of skill to compute this operation in the sublexical route. Overall, the presence of orthographic effects in this task can be interpreted as evidence for such a system to function as a strategic mechanism that aids lexical encoding and, consequently, influences lexical access in initial stages of instructed language acquisition.Keywords: phonological acquisition; orthography; psycholinguistics.Resumo: Este estudo investigou se a ortografia afeta o processamento fonológico do inglês como L2. Para tal, um léxico que simulava as relações grafo-fônicas opacas e transparentes do inglês em posição nuclear (e.g., keet, deit, toud) foi desenvolvido. Bilíngues falantes de português brasileiro e de inglês participaram de um treinamento para adquirir este novo léxico com o paradigma de exposição repetida, através do qual foram introduzidas as formas fonológicas deste léxico associadas às suas formas visuais e, depois, as formas fonológicas associadas às suas formas visuais e ortográficas. Após a fase de treinamento, os participantes foram testados com uma tarefa temporalizada de nomeação de figuras para investigar efeitos do recrutamento ortográfico na produção da fala. Os resultados sugeriram que a ortografia influenciou a nomeação das palavras aprendidas no treinamento, indicando que o processo de conversão de uma representação visual para suas representações fonoarticulatórias na produção da fala em L2 envolve a ativação ortográfica. Este resultado foi interpretado como um efeito de frequência da combinação grafo-fônica, que resultou em inabilidade para executar esta operação na rota sublexical. Assim, a presença de efeitos ortográficos nessa tarefa pode ser interpretada como evidência de que o sistema ortográfico pode funcionar como um mecanismo estratégico que auxilia na codificação lexical e, consequentemente, influencia o acesso lexical nos estágios iniciais da aquisição da linguagem em meios instrucionais.Palavras-chave: aquisição fonológica; ortografia; psicolinguística.

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Jiménez, Juan E., Isabel Hernández-Valle, Gustavo Ramírez, Mª del Rosario Ortiz, Mercedes Rodrigo, Adelina Estévez, Isabel O'Shanahan, Eduardo García y María de la Luz Trabaue. "Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography". Spanish Journal of Psychology 10, n.º 1 (enero de 2007): 52–67. http://dx.doi.org/10.1017/s1138741600006314.

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This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training group (S)(n = 16), (c) the onset-rime training group (OR) (n = 17), (d) the phoneme training group (P) (n = 15), and (e) the untrained control group (n = 18). Children were pre- and post-tested in word recognition, reading comprehension, phonological awareness, and orthographic and phonological tasks. The results indicate that experimental groups who participated in the phoneme and syllable conditions improved their word recognition in comparison with the control group. In addition, dyslexics who participated in the phoneme, syllable, and onset-rime conditions made a greater number of requests during computer-based word reading under conditions that required extensive phonological computation (low frequency words and long words). Reading time, however, was greater for long words in the phoneme group during computer-based reading. These results suggest the importance of training phonological processes in improving word decoding in children with dyslexia who learn in a consistent orthography.

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Joshi, R. Malatesha, Kausalai Wijekumar y Amy Gillespie Rouse. "International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series". Journal of Learning Disabilities 55, n.º 2 (17 de diciembre de 2021): 83–86. http://dx.doi.org/10.1177/00222194211059836.

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This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the world’s population speaks a language other than English, we need more studies on writing and spelling in languages other than English. With this intention, we are presenting 6 papers on writing and spelling in different languages of different orthographic depth, from highly transparent orthographies like Spanish and Italian to highly opaque orthography like Cantonese.

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Davies, Robert y Fernando Cuetos. "Acquired Dyslexia in Spanish: A Review and Some Observations on a New Case of Deep Dyslexia". Behavioural Neurology 16, n.º 2-3 (2005): 85–101. http://dx.doi.org/10.1155/2005/872181.

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Readers and writers of Spanish use an orthography that is highly transparent. It has been proposed that readers of Spanish can rely on grapheme-phoneme correspondences, alone, to access meaning or phonology from print. In recent years, a number of case studies have yielded evidence inconsistent with this idea. We review these studies with particular focus on those that report evidence for reading based on direct lexical mappings between print, orthographic representations, and meaning or phonology. We report a new case of acquired literacy impairment in Spanish, MJ, who presents a pattern of preserved abilities and deficits symptomatic of deep dyslexia. The patient is unable to read nonwords, but can read a substantial number of words. Her reading is characterized by the production of semantic, visual, and derivational errors. We argue that MJ has a deficit in her lexical selection ability, common to both her reading and her naming problems. We propose that MJ, and the other cases we review, demonstrate that lexical reading is adopted by skilled readers even in a transparent language.

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29

Saletta, Meredith. "Orthography and speech production in children with good or poor reading skills". Applied Psycholinguistics 40, n.º 4 (22 de abril de 2019): 905–31. http://dx.doi.org/10.1017/s0142716419000055.

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AbstractSpeech production is influenced by the orthographic representation of the spoken word. Although previous work has shown that inconsistencies between the word’s sound and spelling may facilitate or disrupt processing (e.g., Alario, Perre, Castel, & Ziegler, 2007; Saletta, Goffman, & Brentari, 2015; Saletta, Goffman, & Hogan, 2016; Ventura, Morais, Pattamadilok, & Kolinsky, 2004), the developmental course of this effect on new readers remains unclear. The current study examines how children’s production of nonwords changes as a function of exposure to the nonwords’ orthography. We tested nonword repetition in 17 children with typical reading skills and 17 children with poor reading skills. Participants heard and repeated nonword stimuli, or read them aloud when the stimuli were written in either a relatively transparent or an opaque spelling. We quantified participants’ segmental accuracy and speech movement stability both before and after their exposure to the nonwords’ orthography. The children improved only in segmental accuracy (and not speech movement stability) and only as a consequence of practice (and not because of exposure to the nonwords’ spellings). Children with poorer reading skills demonstrated a greater change in accuracy from pretest to posttest than children with stronger reading skills. Thus, one’s automaticity in reading and the reorganization of his/her literacy skills throughout development influence speech production.

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30

Bigozzi, Lucia, Christian Tarchi y Giuliana Pinto. "Spelling across Tasks and Levels of Language in a Transparent Orthography". PLOS ONE 11, n.º 9 (22 de septiembre de 2016): e0163033. http://dx.doi.org/10.1371/journal.pone.0163033.

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31

Tilanus, Elisabeth A. T., Eliane Segers y Ludo Verhoeven. "Diagnostic profiles of children with developmental dyslexia in a transparent orthography". Research in Developmental Disabilities 34, n.º 11 (noviembre de 2013): 4194–202. http://dx.doi.org/10.1016/j.ridd.2013.08.039.

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32

Schaars, Moniek M. H., Eliane Segers y Ludo Verhoeven. "Word decoding development in incremental phonics instruction in a transparent orthography". Reading and Writing 30, n.º 7 (7 de marzo de 2017): 1529–50. http://dx.doi.org/10.1007/s11145-017-9735-3.

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33

Rakhlin, Natalia V., Catalina Mourgues, Cláudia Cardoso-Martins, Alexander N. Kornev y Elena L. Grigorenko. "Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography". Contemporary Educational Psychology 56 (enero de 2019): 250–61. http://dx.doi.org/10.1016/j.cedpsych.2018.12.002.

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34

Pagliuca, Giovanni, Lisa S. Arduino, Laura Barca y Cristina Burani. "Fully transparent orthography, yet lexical reading aloud: The lexicality effect in Italian". Language and Cognitive Processes 23, n.º 3 (abril de 2008): 422–33. http://dx.doi.org/10.1080/01690960701626036.

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35

Borleffs, Elisabeth, Frans Zwarts, Ade R. Siregar y Ben A. M. Maassen. "GraphoLearn SI: Digital Learning Support for Reading Difficulties in a Transparent Orthography". Human Technology 16, n.º 1 (28 de febrero de 2020): 92–111. http://dx.doi.org/10.17011/ht/urn.202002242164.

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36

Mkandawire, Sitwe Benson. "English versus Zambian Languages: Exploring some Similarities and Differences with their Implication on the Teaching of Literacy and Language in Primary Schools". British Journal of Multidisciplinary and Advanced Studies 3, n.º 2 (8 de noviembre de 2022): 1–20. http://dx.doi.org/10.37745/bjmas.2022.0037.

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This desk study aimed at comparing English and selected Zambian Languages with a view of identifying some similarities and differences. Data was collected through author introspection and document analysis of existing literature. Publications in English and some Zambian Languages were collected from international databases such JSTOR, Cambridge Journals Online, and Palgrave Macmillan Journals. Searches for literature was extended to Google Scholar, Institutional Repository and visited the University of Zambia library in person. The documents collected were subjected to content analysis where key words, concepts and themes were picked and compared. Findings of the study revealed that English Language has an opaque orthography as there is no grapheme-phoneme correspondence while Zambian Languages have a transparent orthography where each grapheme correspond to individual sounds and that the number of graphemes is almost equal to phonemes. Literacy and language instruction would be much easier for learners in a transparent orthography than opaque. English has certain parts of speech such as articles (determiners) which are not there in Zambian Languages. Unlike English, vowel length is distinctive in all Zambian language. English and Zambian languages use alphabetic writing system with about 93% shared symbols or graphemes. These similarities and variations imply that pedagogically, if learners learn letter knowledge and decoding in a Zambian language, they will transfer such knowledge to English or any other alphabetic language and vice versa. Conversely, in areas where there are differences, literacy and language learners will face difficulties. The study recommended that teachers in early grade classes should understand the variation of English and selected Zambian languages well in their regions to guide learners in schools.

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37

Davies, Robert, Fernando Cuetos y Rosa Mary Glez-Seijas. "Reading development and dyslexia in a transparent orthography: a survey of Spanish children". Annals of Dyslexia 57, n.º 2 (28 de noviembre de 2007): 179–98. http://dx.doi.org/10.1007/s11881-007-0010-1.

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38

Torppa, Minna, George K. Georgiou, Pekka Niemi, Marja-Kristiina Lerkkanen y Anna-Maija Poikkeus. "The precursors of double dissociation between reading and spelling in a transparent orthography". Annals of Dyslexia 67, n.º 1 (10 de junio de 2016): 42–62. http://dx.doi.org/10.1007/s11881-016-0131-5.

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39

Borgwaldt, Susanne R., Frauke M. Hellwig y Annette M. B. de Groot. "Word-initial entropy in five languages". Written Language and Literacy 7, n.º 2 (22 de marzo de 2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.

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Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, German, and Hungarian, stated in entropy values for various grain sizes. This allows us to position the five languages on the continuum from opaque to transparent orthographies, both in spelling-to-sound and sound-to-spelling directions. The analysis is based on metrics derived from information theory, and therefore independent of any specific theory of visual word recognition as well as of any specific theoretical approach of orthography.

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40

Milankov, Vesela, Slavica Golubović, Tatjana Krstić y Špela Golubović. "Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography". International Journal of Environmental Research and Public Health 18, n.º 10 (19 de mayo de 2021): 5440. http://dx.doi.org/10.3390/ijerph18105440.

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Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of students have reading difficulties. Students with reading difficulties obtained low scores in phonological awareness within each subscale compared to students who do not have reading difficulties (p < 0.01). Components of phonological awareness which did not singled out as strongly related to early reading success include Phoneme Segmentation, Initial Phoneme Identification, and Syllable Merging. Thus, understanding the nature of the relationship between phonological awareness and reading should help effective program design that will be aimed at eliminating delayed development in children’s phonological awareness while they are still in preschool.

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41

Torkildsen, Janne von Koss, Joanne Arciuli y Ona Bø Wie. "Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography". Learning and Individual Differences 69 (enero de 2019): 60–68. http://dx.doi.org/10.1016/j.lindif.2018.11.003.

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42

Caravolas, Markéta y Jan Volín. "Phonological spelling errors among dyslexic children learning a transparent orthography: the case of Czech". Dyslexia 7, n.º 4 (octubre de 2001): 229–45. http://dx.doi.org/10.1002/dys.206.

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Cossu, Giuseppe, Maria Gugliotta y John C. Marshall. "Acquisition of reading and written spelling in a transparent orthography: Two non parallel processes?" Reading and Writing 7, n.º 1 (marzo de 1995): 9–22. http://dx.doi.org/10.1007/bf01026945.

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44

Kim, Young-Suk Grace, Jeung-Ryeul Cho y Soon-Gil Park. "Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children". Journal of Learning Disabilities 51, n.º 5 (11 de agosto de 2017): 473–81. http://dx.doi.org/10.1177/0022219417724817.

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We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via metalinguistic awareness and RAN. In the direct and indirect relations model, STM was hypothesized to be directly and indirectly related to word reading. Results from 207 beginning readers in South Korea showed that STM was directly related to word reading as well as indirectly via metalinguistic awareness and RAN. Although the direct effect of STM was relatively small (.16), the total effect incorporating the indirect effect was substantial (.42). These results suggest that STM is an important, foundational cognitive capacity that underpins metalinguistic awareness and RAN as well as word reading, and further indicate the importance of considering both direct and indirect effects of language and cognitive skills on word reading.

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45

Ergül, Cevriye, Zeynep Bahap Kudret, Meral Ç. Ökcün-Akçamuş, Gözde Akoğlu, Ergül Demir y Burcu Kılıç Tülü. "How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography". Literacy Research and Instruction 61, n.º 1 (6 de diciembre de 2021): 41–60. http://dx.doi.org/10.1080/19388071.2021.2008557.

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Tsesmeli, Styliani N. y Katerina Stoumpou. "Dynamic assessment in spelling and morphological awareness in Greek: The case of a transparent orthography". Research in Developmental Disabilities 117 (octubre de 2021): 104047. http://dx.doi.org/10.1016/j.ridd.2021.104047.

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Kairaluoma, Leila, Minna Torppa, Jari Westerholm, Timo Ahonen y Mikko Aro. "The Nature of and Factors Related to Reading Difficulties Among Adolescents in a Transparent Orthography". Scientific Studies of Reading 17, n.º 5 (septiembre de 2013): 315–32. http://dx.doi.org/10.1080/10888438.2012.701257.

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Bigozzi, Lucia, Christian Tarchi, Giuliana Pinto y Beatrice Accorti Gamannossi. "Predicting Dyslexia in a Transparent Orthography From Grade 1 Literacy Skills: A Prospective Cohort Study". Reading & Writing Quarterly 32, n.º 4 (15 de diciembre de 2015): 353–72. http://dx.doi.org/10.1080/10573569.2014.988310.

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Kotoulas, Vassilios. "The Development of Phonological Awareness Throughout The School Years: The Case of a Transparent Orthography". L1?Educational Studies in Language and Literature 4, n.º 2-3 (enero de 2004): 183–201. http://dx.doi.org/10.1007/s10674-004-1025-8.

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Kendeou, Panayiota, Timothy C. Papadopoulos y Marianna Kotzapoulou. "Evidence for the early emergence of the simple view of reading in a transparent orthography". Reading and Writing 26, n.º 2 (21 de febrero de 2012): 189–204. http://dx.doi.org/10.1007/s11145-012-9361-z.

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