How Word/Non-Word Length Influence Reading Acquisition in a Transparent Language

Implications for Children’s Literacy and Development

Bibliographic Data

ID15720178
AuthorsAparecido José Couto Soares (0000-0002-4658-9450, Universidade de São Paulo, corresponding author), Fernanda Chiarion Sassi (0000-0002-7958-6280, Universidade de São Paulo), Talita Fortunato‐Tavares (0000-0002-8303-2897, Lehman College), Claudia Regina Furquim De Andrade (0000-0001-9639-6377, Universidade de São Paulo), Débora Maria Befi‐Lopes (0000-0002-8654-832X, Universidade de São Paulo), Débora M Befi-Lopes (Universidade de São Paulo)
Year2022
Volume10
Issue1
Pages49-49
Publication date2022-12-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children10010049
PMID36670600
OpenAlexW4313245706
LanguageEN
Citations received4
References cited37

Decoding skills are crucial for literacy development and they tend to be acquired early in transparent languages, such as Brazilian Portuguese. It is essential to better understand which variables may affect the decoding process. In this study, we investigated the processes of decoding as a function of age of children who are exposed to a transparent language. To this end, we examined the effects of grade, stimulus type and stimulus extension on the decoding accuracy of children between the ages of six and 10 years who are monolingual speakers of Brazilian Portuguese. The study included 250 children, enrolled from the first to the fifth grade. A list of words and pseudowords of variable length was created, based on Brazilian Portuguese structure. Children assessment was conducted using the computer program E-prime ® which was used to present the stimuli. The stimuli were programmed to appear on the screen in a random order and children were instructed to read them. The results indicate two important moments for decoding: the acquisition and the mastery of decoding skills. Additionally, the results highlight an important effect of the extent and type of stimuli and how it interacts with the school progress. Moreover, data indicate the multifactorial nature of decoding acquisition and the different interactions between variables that can influence this process. We discuss medium- and long-term implications of it, and possible individual and collective actions which can improve this process

Brazilian Portuguese · Cognitive psychology · Decoding methods · Developmental psychology · Linguistics · Literacy · Pedagogy · Portuguese · Stimulus (psychology · Child Development and Digital Technology · Computer Science · Hearing Impairment and Communication · Psychology · Reading and Literacy Development

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