The Role of Orthographic and Phonological Processing Skills in the Reading and Spelling of Monolingual Persian Children

Autor/inn/en	Rahbari, Noriyeh; Senechal, Monique; Arab-Moghaddam, Narges
Titel	The Role of Orthographic and Phonological Processing Skills in the Reading and Spelling of Monolingual Persian Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 5, S.511-533 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9042-x
Schlagwörter	Foreign Countries; Indo European Languages; Grade 2; Monolingualism; Spelling; Reading Difficulties; Orthographic Symbols; Children; Phoneme Grapheme Correspondence; Phonology; Literacy; Individual Differences; Iran; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Indoeuropäisch; School year 02; 2. Schuljahr; Schuljahr 02; Schreibweise; Reading difficulty; Leseschwierigkeit; Child; Kind; Kinder; Fonologie; Alphabetisierung; Schreib- und Lesefähigkeit; Individueller Unterschied
Abstract	The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences, but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills were a strong predictor for both reading and spelling. Another objective of the study was to compare children's spelling performance in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading and spelling. (Contains 8 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10