Phonological and Orthographic Processing Skills in Childre Learning to Read and Spell Persian and English Concurrently
Bibliographic Data
| ID | 19502407 |
|---|---|
| Authors | Mohammad Ahmad Panah, Prakash Padakannaya (0000-0002-7923-5587) |
| Year | 2008 |
| Volume | 11 |
| Issue | 3 |
| Pages | 161-173 |
| Publication date | 2008-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Speech Language and Hearing (JOURNAL) |
| Journal identifiers | ISSN: 1361-3286 • E-ISSN: 2058-0967 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1179/136132808805297214 |
| OpenAlex | W1972787440 |
| Language | EN |
| References cited | 27 |
The study attempted to examine children's relative reliance on phonological and orthographic skills in early grades of reading and spelling Persian and English, within and across orthographies. Vowelized Persian represents a shallow orthography with very regular grapheme to phoneme correspondence rules, whereas English has an opaque orthography with inconsistent grapheme to phoneme (and vice versa) correspondence. Ninety Iranian students attending both Persian and English classes from second, third, and fourth grade levels were tested on reading and spelling in Persian as well as in English. The results revealed that the children had high phonological and orthographic skills in Persian as well as in English. However, in regression analysis, both phonological and orthographic processing skills emerged as predictors of reading and spelling for English, whereas only phonological skill emerged as predictor of word reading and spelling in Persian
Grapheme · Handwriting · Linguistics · Orthography · Persian · Phonological awareness · Phonology · Spelling · Education and Technology Integration · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Assessing phonological awareness in kindergarten children
Categorizing sounds and learning to read—a causal connection
Acquisition of literacy
Alphabetic and nonalphabetic L1 effects in English word identification
Decoding, Reading, and Reading Disability
Beginning to Read
Cross-language transfer of phonological awareness
Tracking the unique effects of print exposure in children
Linguistic and Cognitive Correlates of Academic Skills in First and Second Languages
Orthographic and Cognitive Factors in the Concurrent Development of Basic ReadingSkills in English and Persian
| Highly cited | No |
|---|