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
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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“Spanish children are able to read more of a sample of eight monosyllabic and eight disyllabic words in their language than are matched French or English children (Goswami, Gombert, & de Barrera, 1998).”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Goswami, Gombert, & de Barrera, 1998
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Ziegler, J. C., & Goswami, U. (2005) · Psychological Bulletin · doi:10.1037/0033-2909.131.1.3 · Cited by 2,871
Self-citationFoundation literacy acquisition in European orthographies
Seymour, P. H. K., Aro, M., Erskine, J. M., & collaboration with COST Action A8 network (2003) · British Journal of Psychology · doi:10.1348/000712603321661859 · Cited by 2,601
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Orthographic Depth and Its Impact on Universal Predictors of Reading
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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
- 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
- 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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