Beginning to read in Turkish: A phonologically transparent orthography
Abstract
The purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of the school year. The impact of these factors on the development of word recognition, spelling, and reading comprehension was examined. The results strongly suggest that a phonologically transparent orthography fosters the early development of word recognition skills, and that phonological awareness contributes to word recognition in the early stages of reading acquisition. Once the children's word recognition performance is high, listening comprehension ability distinguishes the different levels of reading comprehension among children. These patterns of results were interpreted as reflecting the phonological and orthographic characteristics of the Turkish language and orthography.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Turkish children are able to read and spell with high degrees of accuracy by the end of their first grade.
“Turkish children are able to read and spell with high degrees of accuracybythe end of their first grade (O ¨ ney& Durgunoglu, 1997).”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Öney & Durgunoglu, 1997
Cites
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303 · see citing works
Reading Research Advances in Theory and Practice
Besner, D., Waller, T. G., & MacKinnon, G. E. (1985) · Cited by 1,618 · see citing works
Phonological skills and learning to read
Goswami, U. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5374 · Cited by 1,492 · see citing works
Explicit syllable and phoneme segmentation in the young child
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974) · Journal of Experimental Child Psychology · doi:10.1016/0022-0965(74)90101-5 · Cited by 1,379 · see citing works
The Crosslinguistic Study of Language Acquisition
Byrnes, H., & Slobin, D. I. (1987) · Modern Language Journal · doi:10.2307/326492 · Cited by 1,245 · see citing works
The early detection of reading difficulties
Clay, M. M. (1981) · Medical Entomology and Zoology · Cited by 870 · see citing works
Acquisition of literacy: A longitudinal study of children in first and second grade.
Juel, C. L., Griffith, P. L., & Gough, P. B. (1986) · Journal of Educational Psychology · doi:10.1037/0022-0663.78.4.243 · Cited by 862 · see citing works
Difficulties in auditory organisation as a possible cause of reading backwardness
Bradley, L., & Bryant, P. (1978) · Nature · doi:10.1038/271746a0 · Cited by 784 · see citing works
Cross-language transfer of phonological awareness.
Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.3.453 · Cited by 772 · see citing works
Self-citationThe Validity and Reliability of Phonemic Awareness Tests
Yopp, H. K. (1988) · Reading Research Quarterly · doi:10.2307/747800 · Cited by 757 · see citing works
Phonological Processes in Literacy
(2013) · Routledge eBooks · doi:10.4324/9781315044439 · Cited by 738 · see citing works
Characteristics of developmental dyslexia in a regular writing system
Wimmer, H. (1993) · Applied Psycholinguistics · doi:10.1017/s0142716400010122 · Cited by 697 · see citing works
Metalinguistic Abilities and Beginning Reading
Tunmer, W. E., Herriman, M. L., & Nesdale, A. R. (1988) · Reading Research Quarterly · doi:10.2307/747799 · Cited by 528 · see citing works
Wimmer, H., & Goswami, U. (1994) · Cognition · doi:10.1016/0010-0277(94)90010-8 · Cited by 433 · see citing works
The Theoretical Basis For Relationships Between Language and Literacy in Development
Snow, C. E. (1991) · Journal of Research in Childhood Education · doi:10.1080/02568549109594817 · Cited by 424 · see citing works
Intelligence, cognitive skills and early reading progress
Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984) · Reading Research Quarterly · doi:10.2307/747822 · Cited by 408 · see citing works
Awareness of phonological segments and reading ability in Italian children
Cossu, G., Shankweiler, D., Liberman, I. Y., Katz, L. D., & Tola, G. (1988) · Applied Psycholinguistics · doi:10.1017/s0142716400000424 · Cited by 348 · see citing works
Phonemic segmentation skill and beginning reading.
Tunmer, W. E., & Nesdale, A. R. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.4.417 · Cited by 318 · see citing works
Dickinson, D. K., & Snow, C. E. (1987) · Early Childhood Research Quarterly · doi:10.1016/0885-2006(87)90010-x · Cited by 313 · see citing works
Phonology and Reading Disability
(1989) · University of Michigan Press eBooks · doi:10.3998/mpub.12236 · Cited by 313 · see citing works
Caravolas, M., & Bruck, M. (1993) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1993.1001 · Cited by 305 · see citing works
Young Children's Concepts about Print and Reading: Toward a Model of Word Reading Acquisition
Lomax, R. G., & McGee, L. M. (1987) · Reading Research Quarterly · doi:10.2307/747667 · Cited by 247 · see citing works
How German-speaking first graders read and spell: Doubts on the importance of the logographic stage
Wimmer, H., & Hummer, P. (1990) · Applied Psycholinguistics · doi:10.1017/s0142716400009620 · Cited by 214 · see citing works
Öney, B., & Goldman, S. R. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.4.557 · Cited by 91 · see citing works
Self-citationThe role of language prediction skills in beginning reading.
Tunmer, W. E. (1990) · New Zealand Journal of Educational Studies · Cited by 43 · see citing works
Children's Productive Phonological Recoding
Moustafa, M. (1995) · Reading Research Quarterly · doi:10.2307/747626 · Cited by 36 · see citing works
THE ROLE OF SEMANTIC FEATURES IN TURKISH WORD ORDER
Taylan, E. E. (1987) · Folia Linguistica · doi:10.1515/flin.1987.21.2-4.215 · Cited by 20 · see citing works
Competent Reader, Disabled Reader
Singer, M. H. (2024) · Routledge eBooks · doi:10.4324/9781032639024 · Cited by 2 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Ellis, N. C. (2002) · Studies in Second Language Acquisition · doi:10.1017/s0272263102002024 · Cited by 2,230 · see citing works
Phonological skills and their role in learning to read: A meta-analytic review.
Melby‐Lervåg, M., Lyster, S. H., & Hulme, C. (2012) · Psychological Bulletin · doi:10.1037/a0026744 · Cited by 1,331 · see citing works
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022 · see citing works
Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development
Koda, K. (2007) · Language Learning · doi:10.1111/0023-8333.101997010-i1 · Cited by 559 · see citing works
McBride-Chang, C. A., Cho, J., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C. S.-M., & Muse, A. E. (2005) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2005.03.009 · Cited by 459 · see citing works
Why is letter-name knowledge such a good predictor of learning to read?
Foulin, J. N. (2005) · Reading and Writing · doi:10.1007/s11145-004-5892-2 · Cited by 416 · see citing works
Learning to read: English in comparison to six more regular orthographies
Aro, M. T., & Wimmer, H. (2003) · Applied Psycholinguistics · doi:10.1017/s0142716403000316 · Cited by 374 · see citing works
Cross–Cultural Similarities in the Predictors of Reading Acquisition
McBride-Chang, C. A., & Kail, R. V. (2002) · Child Development · doi:10.1111/1467-8624.00479 · Cited by 333 · see citing works
A cross-linguistic comparison of phonological awareness and word recognition
Durgunoğlu, A. Y., & Öney, B. (1999) · Reading and Writing · doi:10.1023/a:1008093232622 · Cited by 312 · see citing works
Self-citationCaravolas, M., Volín, J., & Hulme, C. (2005) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2005.04.003 · Cited by 298 · see citing works
Furnes, B., & Samuelsson, S. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.10.005 · Cited by 250 · see citing works
The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts
Ellis, N. C., NATSUME, M., STAVROPOULOU, K., Hoxhallari, L., van Daal, V. H. P., POLYZOE, N., TSIPA, M., & PETALAS, M. (2004) · Reading Research Quarterly · doi:10.1598/rrq.39.4.5 · Cited by 254 · see citing works
Lervåg, A., Bråten, I., & Hulme, C. (2009) · Developmental Psychology · doi:10.1037/a0014132 · Cited by 250 · see citing works
Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective
Caravolas, M. (2004) · European Psychologist · doi:10.1027/1016-9040.9.1.3 · Cited by 211 · see citing works
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency
Georgiou, G. K., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2010) · Reading and Writing · doi:10.1007/s11145-010-9271-x · Cited by 199 · see citing works
Dyslexia speed problems in a transparent orthography
Serrano, F., & Defior, S. (2008) · Annals of Dyslexia · doi:10.1007/s11881-008-0013-6 · Cited by 178 · see citing works
Babayiğit, S., & Stainthorp, R. (2009) · Reading and Writing · doi:10.1007/s11145-009-9173-y · Cited by 171 · see citing works
Mayringer, H., & Wimmer, H. (2000) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1999.2525 · Cited by 169 · see citing works
Babayiğit, S., & Stainthorp, R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021671 · Cited by 156 · see citing works
Ellis, N. C., & Hooper, A. (2001) · Applied Psycholinguistics · doi:10.1017/s0142716401004052 · Cited by 139 · see citing works
KIM, Y.-S. (2007) · Applied Psycholinguistics · doi:10.1017/s014271640707004x · Cited by 137 · see citing works
The Importance of Early Sign Language Acquisition for Deaf Readers
Clark, M. D., Hauser, P. C., Miller, P., Kargın, T., Rathmann, C., Güldenoğlu, B., Kubus, O., Spurgeon, E., & Israel, E. (2014) · Reading & Writing Quarterly · doi:10.1080/10573569.2013.878123 · Cited by 132 · see citing works
Correlates of early reading performance in a transparent orthography
Müller, K., & Brady, S. (2001) · Reading and Writing · doi:10.1023/a:1012217704834 · Cited by 130 · see citing works
Issues in the assessment of reading disabilities in L2 children?beliefs and research evidence
Geva, E. (2000) · Dyslexia · doi:10.1002/(sici)1099-0909(200001/03)6:1 · Cited by 119 · see citing works
Arab-Moghaddam, N., & Sénéchal, M. (2001) · International Journal of Behavioral Development · doi:10.1080/01650250042000320 · Cited by 119 · see citing works
Spaull, N., Pretorius, E. J., & Mohohlwane, N. L. (2020) · South African Journal of Childhood Education · doi:10.4102/sajce.v10i1.773 · Cited by 115 · see citing works
The Role of Audiovisual Speech and Orthographic Information in Nonnative Speech Production
Erdener, D., & Burnham, D. K. (2005) · Language Learning · doi:10.1111/j.0023-8333.2005.00303.x · Cited by 106 · see citing works
Variables predictoras de la lectura y la escritura en castellano
Suárez‐Coalla, P., García-de-Castro, M., & Cuetos, F. (2013) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037013804826537 · Cited by 106 · see citing works
Torppa, M., Parrila, R., Niemi, P., Lerkkanen, M., Poikkeus, A., & Nurmi, J. (2013) · Reading and Writing · doi:10.1007/s11145-012-9423-2 · Cited by 101 · see citing works
Keung, Y.-C., & Ho, C. S.-H. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.11.001 · Cited by 97 · see citing works
Kim, Y.-S. (2008) · Reading and Writing · doi:10.1007/s11145-008-9131-0 · Cited by 93 · see citing works
Landerl, K. (2000) · European Journal of Psychology of Education · doi:10.1007/bf03173177 · Cited by 90 · see citing works
Reading and spelling acquisition in Thai children
Winskel, H., & Iemwanthong, K. (2009) · Reading and Writing · doi:10.1007/s11145-009-9194-6 · Cited by 83 · see citing works
Hanley, J. R., Masterson, J., Spencer, L. H., & Evans, D. (2004) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/02724980343000819 · Cited by 82 · see citing works
Word reading in Spanish: A comparison between skilled and less skilled beginning readers
Signorini, Á. (1997) · Applied Psycholinguistics · doi:10.1017/s014271640001050x · Cited by 81 · see citing works
Phonological Awareness in Literacy Acquisition: It's Not Only for Children
Durgunoğlu, A. Y., & ney, B. O. (2002) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0603_3 · Cited by 78 · see citing works
Self-citationKim, Y.-S., & Pallante, D. H. (2010) · Reading and Writing · doi:10.1007/s11145-010-9244-0 · Cited by 78 · see citing works
A tale of one letter: morphological processing in early Arabic spelling.
Saiegh-Haddad, E. (2013) · Writing Systems Research · doi:10.1080/17586801.2013.857586 · Cited by 71 · see citing works
From grapheme to word in reading acquisition in Spanish
Cuetos, F., & Suárez‐Coalla, P. (2009) · Applied Psycholinguistics · doi:10.1017/s0142716409990038 · Cited by 72 · see citing works
Limbird, C. K., Maluch, J. T., Rjosk, C., Stanat, P., & Merkens, H. (2013) · Reading and Writing · doi:10.1007/s11145-013-9477-9 · Cited by 68 · see citing works
Phonological Awareness and Naming Speed in the Prediction of Dutch Children's Word Recognition
VERHAGEN, W. G. M., Aarnoutse, C. A. J., & van Leeuwe, J. (2008) · Scientific Studies of Reading · doi:10.1080/10888430802132030 · Cited by 68 · see citing works
Preliterate phonological awareness and early literacy skills in Turkish
Babayiğit, S., & Stainthorp, R. (2007) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2007.00350.x · Cited by 65 · see citing works
Quality not quantity of television viewing is associated with bilingual toddlers’ vocabulary scores
Hudon, T. M., Fennell, C. T., & Hoftyzer, M. (2013) · Infant Behavior and Development · doi:10.1016/j.infbeh.2013.01.010 · Cited by 58 · see citing works
Ahmad, H. A., Ibrahim, R., & Share, D. L. (2014) · Literacy studies · doi:10.1007/978-94-017-8545-7_8 · Cited by 57 · see citing works
Bolduc, J. (2008) · Early childhood research & practice · Cited by 55 · see citing works
Winskel, H., & Widjaja, V. (2007) · Applied Psycholinguistics · doi:10.1017/s0142716407070026 · Cited by 54 · see citing works
Shany, M., Bar-On, A., & Katzir, T. (2011) · Reading and Writing · doi:10.1007/s11145-011-9314-y · Cited by 52 · see citing works
Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean
Kim, Y.-S. (2010) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.06.003 · Cited by 49 · see citing works
Torkildsen, J. V. K., Arciuli, J., & Wie, O. B. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.11.003 · Cited by 46 · see citing works
Marinelli, C. V., Romani, C., Burani, C., McGowan, V. A., & Zoccolotti, P. (2016) · PLoS ONE · doi:10.1371/journal.pone.0157457 · Cited by 47 · see citing works
Kindergarten reading and writing curricula in the European Union
Tafa, E. (2008) · Literacy · doi:10.1111/j.1741-4369.2008.00492.x · Cited by 47 · see citing works
Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay
Liow, S. J. R., & Lee, L. C. (2004) · Reading and Writing · doi:10.1023/b:read.0000013833.79570.de · Cited by 44 · see citing works
Acquired dyslexia in a turkish-english speaker
Raman, I., & Weekes, B. (2005) · Annals of Dyslexia · doi:10.1007/s11881-005-0005-8 · Cited by 45 · see citing works
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?
Goldenberg, C. N., Tolar, T. D., Reese, L., Francis, D. J., BAZÁN, A. R., & Mejía‐Arauz, R. (2014) · American Educational Research Journal · doi:10.3102/0002831214529082 · Cited by 40 · see citing works
Foulin, J. N. (2007) · Psychologie Française · doi:10.1016/j.psfr.2006.12.004 · Cited by 39 · see citing works
Semantic effects as a function of reading skill in word naming of a transparent orthography
Raman, I., & Baluch, B. (2001) · Reading and Writing · doi:10.1023/a:1012004729180 · Cited by 36 · see citing works
(2007) · Language Learning · doi:10.1111/j.1467-9922.2007.00411.x · Cited by 33 · see citing works
Borleffs, E., Glatz, T., Daulay, D. A., Richardson, U., Zwarts, F., & Maassen, B. (2017) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0354-9 · Cited by 34 · see citing works
Matsumoto, K. (2013) · Modern Language Journal · doi:10.1111/j.1540-4781.2013.01426.x · Cited by 33 · see citing works
A Longitudinal Literacy Profile of Greek Precocious Readers
Tafa, E., & Manolitsis, G. (2008) · Reading Research Quarterly · doi:10.1598/rrq.43.2.4 · Cited by 33 · see citing works
Music effects on phonological awareness development in 3-year-old children
Vidal, M. M. D. G., Lousada, M., & Vigário, M. (2020) · Applied Psycholinguistics · doi:10.1017/s0142716419000535 · Cited by 37 · see citing works
Graphophonemic Awareness: Development in Elementary Students
Ehri, L. C., & Soffer, A. G. (1999) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0301_1 · Cited by 32 · see citing works
Alcock, K., & Ngorosho, D. (2003) · Reading and Writing · doi:10.1023/a:1025824314378 · Cited by 31 · see citing works
Phonological Awareness and Learning to Read: A Cross-Linguistic Perspective
Defior, S. (2004) · Springer eBooks · doi:10.1007/978-94-017-1731-1_33 · Cited by 34 · see citing works
Spencer, L. H., & Hanley, J. R. (2004) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2004.00210.x · Cited by 29 · see citing works
Development and evaluation of an adult literacy program in Turkey
Durgunoğlu, A. Y., Öney, B., & Kuşcul, H. (2003) · International Journal of Educational Development · doi:10.1016/s0738-0593(01)00050-5 · Cited by 28 · see citing works
Self-citationProximal and Distal Predictors of Reading Comprehension: Evidence from Young Korean Readers
Kim, Y.-S. (2011) · Scientific Studies of Reading · doi:10.1080/10888431003653089 · Cited by 28 · see citing works
21st Century Literacy for a Diverse World
Westby, C. E. (2004) · Folia Phoniatrica et Logopaedica · doi:10.1159/000078345 · Cited by 27 · see citing works
The development of reading tests for use in a regularly spelled language
Alcock, K., Nokes, K., NGOWI, F., MUSABI, C., Mbise, A. S., MANDALI, R., Bundy, D. A. P., & Baddeley, A. (2000) · Applied Psycholinguistics · doi:10.1017/s0142716400004069 · Cited by 27 · see citing works
Cross‐linguistic transfer of phonological skills: a Malaysian perspective
Gomez, C. R., & Reason, R. (2002) · Dyslexia · doi:10.1002/dys.195 · Cited by 26 · see citing works
Giambo, D. A., & McKinney, J. D. (2004) · TESOL Quarterly · doi:10.2307/3588260 · Cited by 25 · see citing works
Melby‐Lervåg, M. (2011) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2011.594611 · Cited by 24 · see citing works
Phonological awareness and reading in Thai children
Vibulpatanavong, K., & EVANS, D. L. (2018) · Reading and Writing · doi:10.1007/s11145-018-9867-0 · Cited by 23 · see citing works
The Role of Phonology, Morphology, and Orthography in English and Russian Spelling
Boulware‐Gooden, R., Malatesha, R. N., & Grigorenko, E. L. (2015) · Dyslexia · doi:10.1002/dys.1498 · Cited by 23 · see citing works
Correlates of early reading comprehension skills: a componential analysis
Babayiğit, S., & Stainthorp, R. (2013) · Educational Psychology · doi:10.1080/01443410.2013.785045 · Cited by 22 · see citing works
Acha, J., Laka, I., & Perea, M. (2009) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.10.008 · Cited by 21 · see citing works
Visual multi-element processing as a pre-reading predictor of decoding skill
Onochie-Quintanilla, E., Defior, S., & Simpson, I. C. (2016) · Journal of Memory and Language · doi:10.1016/j.jml.2016.11.003 · Cited by 21 · see citing works
Learning to Read Words in Albanian: A Skill Easily Acquired
Hoxhallari, L., van Daal, V. H. P., & Ellis, N. C. (2004) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0802_3 · Cited by 21 · see citing works
OTEANN: Estimating the Transparency of Orthographies with an Artificial Neural Network
Marjou, X. (2021) · doi:10.18653/v1/2021.sigtyp-1.1 · Cited by 23 · see citing works
Viise, N. M., Richards, H. C., & Pandis, M. (2011) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2011.587327 · Cited by 21 · see citing works
Kargın, T., Güldenoğlu, B., Miller, P., Hauser, P. C., Rathman, C., Kubus, O., & Spurgeon, E. (2011) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-011-9255-z · Cited by 20 · see citing works
Vadasy, P. F., & Sanders, E. A. (2020) · Reading and Writing · doi:10.1007/s11145-020-10064-y · Cited by 21 · see citing works
Dislexia en Español: estado de la cuestión
Serrano, F., & Defior, S. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v2i4.1148 · Cited by 19 · see citing works
Limbird, C. K., & Stanat, P. (2007) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-90502-0_6 · Cited by 17 · see citing works
Miller, K. F. (2002) · Springer eBooks · doi:10.1007/978-1-4615-0859-5_2 · Cited by 17 · see citing works
Griva, E. &. A. (2009) · Journal of Writing Research · doi:10.17239/jowr-2009.01.03.2 · Cited by 17 · see citing works
Assessing dyslexia in Finnish high-school students: a pilot study
Lehtola, R., & Lehto, J. E. (2000) · European Journal of Special Needs Education · doi:10.1080/088562500750017862 · Cited by 17 · see citing works
Language profiles of Welsh-English bilingual children with Down syndrome
Ward, R. A., & Sanoudaki, E. (2021) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2021.106126 · Cited by 17 · see citing works
Ergül, C., Akçamuş, M. Ç. Ö., Akoğlu, G., KILIÇ, B., & Demir, E. (2021) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.874262 · Cited by 16 · see citing works
Castejón, L., González–Pumariega, S., & Cuetos, F. (2015) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2015.1076266 · Cited by 16 · see citing works
Miller, P., Kargın, T., & Güldenoğlu, B. (2012) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-012-9299-8 · Cited by 16 · see citing works
Bühler, J. C., von Oertzen, T., McBride, C. A., Stoll, S., & Maurer, U. (2018) · Journal of Cognitive Psychology · doi:10.1080/20445911.2018.1444614 · Cited by 16 · see citing works
Melby‐Lervåg, M. (2011) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2011.621215 · Cited by 17 · see citing works
Morphological and Phonological Analysis by Beginning Readers: Evidence from Serbian and Turkish
Fowler, A. E., Feldman, L. B., Andjelković, D., & Öney, B. (2003) · Neuropsychology and cognition · doi:10.1007/978-1-4757-3720-2_3 · Cited by 16 · see citing works
Self-citationGrain-size units of phonological awareness among Russian first graders
Kerek, E., & Niemi, P. (2012) · Written Language & Literacy · doi:10.1075/wll.15.1.05ker · Cited by 15 · see citing works
Francisco, A. A., Groen, M. A., Jesse, A., & McQueen, J. M. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.01.003 · Cited by 15 · see citing works
Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts
Kim, Y. G., Petscher, Y., Rebecca Treiman, A., & Kelcey, B. M. (2020) · Scientific Studies of Reading · doi:10.1080/10888438.2020.1830406 · Cited by 14 · see citing works
Kocaarslan, M. (2021) · Psychology in the Schools · doi:10.1002/pits.22641 · Cited by 14 · see citing works
Yıldız, M., Uysal, P. K., Bilge, H., Wolters, A. P., Saka, Y., Yıldırım, K., & Rasinski, T. V. (2019) · Reading Psychology · doi:10.1080/02702711.2018.1555363 · Cited by 14 · see citing works
Güven, S., & Friedmann, N. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02401 · Cited by 14 · see citing works
- Authors
- Öney, B., & Durgunoğlu, A. Y.
- Affiliations
- Boğaziçi University (TR)
- University of Minnesota, Duluth (US)
- Corresponding author
- Öney, Banu
- Venue
- Applied Psycholinguistics
- Publisher
- Cambridge University Press (CUP)
- Published
- 1997-01
- Volume
- 18
- Issue
- 1
- Pages
- 1-15
- ISSN
- 0142-7164 (ISSN-L)
- 1469-1817
- OpenAlex
- W2110335717
- Cited by
- 210
- References
- 28
- Citations by year
- 2026: 9 · 2025: 5 · 2024: 10 · 2023: 9 · 2022: 14 · 2021: 10 · 2020: 14 · 2019: 9 · 2018: 8 · 2017: 4 · 2016: 6 · 2015: 4 · 2014: 5 · 2013: 13 · 2012: 7
- FWCI
- 7.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Applied Psycholinguistics (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- early literacy acquisition, Turkish language, letter-sound correspondence, phonological awareness, word recognition, pseudoword recognition, spelling, listening comprehension, reading comprehension, first grade students, orthographic transparency
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
