First And Second Language Learnability Explained by Orthographic Depth And Orthographic Learning: A 'Natural' Scandinavian Experiment.

Van Daal, Victor and Wass, Malin (2016) First And Second Language Learnability Explained by Orthographic Depth And Orthographic Learning: A 'Natural' Scandinavian Experiment. Scientific Studies of Reading, 21 (1). pp. 46-59. ISSN 1088-8438 DOI https://doi.org/10.1080/10888438.2016.1251437

[img] Text
Cover Page.docx - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (74kB)
[img] Text
Manuscript (text only).docx - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (46kB)
[img] Text
Appendix.docx - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (110kB)
[img] Text
Supplementary materials.docx - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (891kB)
[img] Text
Tables.docx - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (524kB)

Abstract

Effects of orthographic depth on orthographic learning ability were examined in 10 to 13-year-old children who learnt to read in similar orthographies differing in orthographic depth, defined as consistency of grapheme to phoneme correspondences. Danish children who learnt to read a deep orthography underperformed their Swedish counterparts who acquired a shallow orthography on vocabulary, phonological working memory, orthographic learning ability and a range of L1 (Danish/Swedish) and L2 (English as a foreign language) measures. Orthographic learning ability explained over and above vocabulary and phonological working memory the better performance of Swedish children in comparison with Danish children on L1 reading accuracy and fluency, spelling and visual word familiarity. With respect to L2 learning, orthographic learning ability determined spelling and visual word familiarity over and above L2 vocabulary and phonological working memory. It is concluded that shallow orthographies promote orthographic learning ability more efficiently than deep orthographies.

Item Type: Article
Uncontrolled Keywords: cross-linguistic; orthographic learning; orthography; phonological memory; vocabulary; orthographic depth; consistency of grapheme to phoneme correspondences
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Education
Date Deposited: 01 Nov 2016 16:38
URI: http://repository.edgehill.ac.uk/id/eprint/8184

Archive staff only

Item control page Item control page