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Cited by 330Reading and Literacy DevelopmentLanguage Development and DisordersSecond Language Acquisition and Learning

The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.

Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish

Goswami, Usha, Gombert, Jean Emile, de Barrera, Lucia Fraca·1998·Applied Psycholinguistics
DOI 10.1017/s0142716400010560
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Abstract

Three experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.

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Research works printed but not linked: 7

  1. Naslund, Reading and spelling: Development and disorder
  2. 10.2307/1131156 · DOI
  3. Ehri, 1992, Reading acquisition, 107
  4. Gombert, 1992, Metalinguistic Development
  5. Perfetti, 1992, Reading acquisition, 145
  6. Wimmer, 1995, From the perspective of a more regular orthography, Issues in Education, I, 101
  7. 10.2307/1131364 · DOI

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Metadata

Authors
Goswami, U., Gombert, J. E., & de Barrera, L. F.
Affiliations
University College London (GB)
Corresponding author
Goswami, Usha
ORCID
Goswami, Usha
Venue
Applied Psycholinguistics
Publisher
Cambridge University Press (CUP)
Published
1998-01
Volume
19
Issue
1
Pages
19-52
ISSN
  • 0142-7164 (ISSN-L)
  • 1469-1817
DOI
10.1017/s0142716400010560
OpenAlex
W1994229501
Cited by
330
References
58
Citations by year
2026: 3 · 2025: 6 · 2024: 4 · 2023: 11 · 2022: 11 · 2021: 8 · 2020: 9 · 2019: 12 · 2018: 7 · 2017: 15 · 2016: 10 · 2015: 10 · 2014: 19 · 2013: 22 · 2012: 17
FWCI
10.34
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified, 3984 d)
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
orthographic representation, linguistic transparency, children's reading development, English language, French language, Spanish language, cross-linguistic comparison

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