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ERIC Number: EJ1125710
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1088-8438
First- and Second-Language Learnability Explained by Orthographic Depth and Orthographic Learning: A "Natural" Scandinavian Experiment
van Daal, Victor H. P.; Wass, Malin
Scientific Studies of Reading, v21 n1 p46-59 2017
Effects of orthographic depth on orthographic learning ability were examined in 10- to 13-year-old children who learnt to read in similar orthographies differing in orthographic depth, defined as consistency of grapheme-to-phoneme correspondences. Danish children who learnt to read a deep orthography underperformed their Swedish counterparts who acquired a shallow orthography on vocabulary, phonological working memory, orthographic learning ability, and a range of first-language (L1: Danish/Swedish) and second-language (L2: English as a foreign language) measures. Orthographic learning ability explained over and above vocabulary and phonological working memory the better performance of Swedish children in comparison with Danish children on L1 reading accuracy and fluency, spelling, and visual word familiarity. With respect to L2 learning, orthographic learning ability determined spelling and visual word familiarity over and above L2 vocabulary and phonological working memory. It is concluded that shallow orthographies promote orthographic learning ability more efficiently than deep orthographies.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; Sweden
Grant or Contract Numbers: N/A