TY - JOUR
T1 - First and second language learnability explained by orthographic depth and orthographic learning: a 'natural' Scandinavian experiment.
AU - Van Daal, Victor
AU - Wass, Malin
PY - 2017/1/2
Y1 - 2017/1/2
N2 - 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 first-language (L1: Danish/Swedish) and second-language (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.
AB - 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 first-language (L1: Danish/Swedish) and second-language (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.
KW - cross-linguistic
KW - orthographic learning
KW - orthography
KW - phonological memory
KW - vocabulary
KW - orthographic depth
KW - consistency of grapheme to phoneme correspondences
UR - http://www.scopus.com/inward/record.url?scp=84999751883&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84999751883&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/463918b2-afcf-3632-98f3-d912862e08cf/
U2 - 10.1080/10888438.2016.1251437
DO - 10.1080/10888438.2016.1251437
M3 - Article (journal)
SN - 1088-8438
VL - 21
SP - 46
EP - 59
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 1
ER -