The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation
Open accessAbstract
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying at differing positions along a transparency continuum (Finnish, Hungarian, Dutch, Portuguese, and French). Results from a sample of 1,265 children in Grade 2 showed that phonological awareness was the main factor associated with reading performance in each language. However, its impact was modulated by the transparency of the orthography, being stronger in less transparent orthographies. The influence of rapid naming was rather weak and limited to reading and decoding speed. Most predictors of reading performance were relatively universal across these alphabetic languages, although their precise weight varied systematically as a function of script transparency.
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Cites
Foundation 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
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022
The double-deficit hypothesis and difficulties in learning to read a regular orthography.
Wimmer, H., Mayringer, H., & Landerl, K. (2000) · Journal of Educational Psychology · doi:10.1037//0022-0663.92.4.668 · Cited by 445
Goswami, U., Gombert, J. E., & de Barrera, L. F. (1998) · Applied Psycholinguistics · doi:10.1017/s0142716400010560 · Cited by 330
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Ending the reading wars: Reading acquisition from novice to expert
Castles, A., Rastle, K., & Nation, K. (2018) · Psychological Science in the Public Interest · doi:10.1177/1529100618772271 · Cited by 1,297
Peterson, R. L., & Pennington, B. F. (2012) · The Lancet · doi:10.1016/s0140-6736(12)60198-6 · Cited by 759
Melby-Lervåg, M., & Lervåg, A. (2014) · Psychological Bulletin · doi:10.1037/a0033890 · Cited by 363
Pfost, M., Hattie, J., Dörfler, T., & Artelt, C. (2014) · Review of Educational Research · doi:10.3102/0034654313509492 · Cited by 224
Ziegler, J. C., Perry, C., & Zorzi, M. (2014) · Philosophical Transactions of the Royal Society B: Biological Sciences · doi:10.1098/rstb.2012.0397 · Cited by 204
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Metadata
- Authors
- Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., Saine, N., Lyytinen, H., Vaessen, A., & Blomert, L.
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2010-02-18
- Volume
- 21
- Issue
- 4
- Pages
- 551-559
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2108394838
- Cited by
- 803
- References
- 4
- FWCI
- 64.28
- Type
- journal article
- Language
- en
- Open access
- green
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