Please use this identifier to cite or link to this item: http://hdl.handle.net/10216/108968
Author(s): Lynne G. Duncan
São Luís Castro
Sylvia Defior
Philip H.K. Seymour
Sheila Baillie
Jacqueline Leybaert
Philippe Mousty
Nathalie Genard
Menelaos Sarris
Costas D. Porpodas
Rannveig Lund (Autor)
Baldur Sigurðsson
Anna S. Þráinsdóttir
Ana Sucena
Francisca Serrano
Title: Phonological development in relation to native language and literacy: variations on a theme in six alphabetic orthographies
Issue Date: 2013
Abstract: Phonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.
URI: http://hdl.handle.net/10216/108968
Document Type: Artigo em Revista Científica Internacional
Rights: restrictedAccess
Appears in Collections:FPCEUP - Artigo em Revista Científica Internacional

Files in This Item:
File Description SizeFormat 
232126.1.pdfAuthor's Post-print719.32 kBAdobe PDFThumbnail
View/Open
232126.pdf474.34 kBAdobe PDF    Request a copy


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.