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ERIC Number: EJ1043188
Record Type: Journal
Publication Date: 2014-Nov
Pages: 24
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-0423
Differences in the Reading of Shallow and Deep Orthography: Developmental Evidence from Hebrew and Turkish Readers
Miller, Paul; Kargin, Tevhide; Guldenoglu, Birkan
Journal of Research in Reading, v37 n4 p409-432 Nov 2014
The present study investigates differences in the word-reading process between individuals reading in a deep (unpointed Hebrew) and a shallow orthography (Turkish). The participants were 120 students evenly and randomly recruited from three levels of education (primary = 3rd-4th graders; middle = 6th-7th graders; high = 9th-10th graders). The students were tested with a computerised paradigm that assessed their efficiency in determining the identicalness of real word (RW) pairs and nonsense word (NW) pairs under perceptual and conceptual conditions. Based on a strong orthographic depth hypothesis, Turkish readers were hypothesised to manifest superior word-processing skills in comparison to Hebrew readers, both for RWs and NWs. Evidence obtained from the analysis of the quantitative and qualitative performance of the participants failed to support this prediction. Findings are discussed with reference to a single-route grain-size-based word-reading model and a modified dual-route word-reading model.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Middle Schools; Secondary Education; Junior High Schools; Grade 6; Grade 7; High Schools; Grade 9; Grade 10
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: SBE-0541953