title: Effects of orthographic transparency on reading and phoneme awareness in children learning to read in Wales.
abstract: The relationship between the development of reading skills and the consistency of the orthography (writing system) is investigated in a study that examines reading acquisition in children living in Wales. Performance of children learning to read Welsh (a transparent alphabetic orthography) on tests of reading and phoneme detection was compared with the performance of children learning to read English (an opaque alphabetic orthography). The children were tested during their second year of formal reading instruction at school when they were aged between 5 and 6 years, and again one year later. The children learning to read in Welsh performed significantly better at reading both real words and nonwords than children learning to read in English. The English readers made fewer phonologically based reading errors. The Welsh readers also performed better on a phoneme awareness task. These findings support the claim that children learn to read more quickly in a transparent orthography, and provide further evidence that the consistency of the orthography influences the initial adoption of different strategies for word recognition.
authors.affiliation: Department of Psychology, University of Wales, Bangor, UK.
authors.forename: Llinos H
authors.initials: LH
authors.lastname: Spencer
authors.forename: J Richard
authors.initials: JR
authors.lastname: Hanley
mesh_terms: D000704:Analysis of Variance; D001364:Awareness / Q000502:physiology*; D002648:Child; D002675:Child, Preschool; D006801:Humans; D007361:Intelligence Tests / Q000706:statistics & numerical data; D007802:Language; D007804:Language Development; D007807:Language Tests / Q000706:statistics & numerical data; D007858:Learning / Q000502:physiology*; D010700:Phonetics; D011932:Reading; D012044:Regression Analysis; D013997:Time Factors; D014852:Wales