NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1096574
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1307-9298
The Effects of Syllable-Awareness Skills on the Word-Reading Performances of Students Reading in a Transparent Orthography
G├╝ldenoglu, Birkan
International Electronic Journal of Elementary Education, v8 n3 p425-442 2016
The present study investigates the effects of syllable awareness on the word-reading process of students reading in a highly transparent orthography (Turkish). The participants were 90 second graders belonging to one of two distinct levels of syllable-awareness skills (50 with poor syllable-awareness skills and 40 with proficient syllable-awareness skills). The students were tested individually, using three computerized paradigms that assessed their syllable-awareness skills and their efficiency at determining the identicalness of real- and pseudo-word pairs. The obtained data were analysed using two different MANOVAs and one-way ANOVAs. Findings from the present study point out that syllable-awareness skills were one of the most important indicators of the word-reading performances of students reading in a transparent orthography. In the discussion section, evidence is discussed on the basis of how syllable-awareness skills have a positive effect on the word-decoding process for a highly transparent orthography, and some practical suggestions are given regarding how teachers can embed these skills in their reading curricula.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)
Grant or Contract Numbers: N/A