scholarly journals The Role of Naming Speed, Phonological Processing and Morphological/Syntactic Skill in the Reading and Spelling Performance of Second-Grade Children

2003 ◽  
Author(s):  
Monique PLAZA
Keyword(s):  
Phonological Processing ◽  
Naming Speed ◽  
Second Grade ◽  
Spelling Performance ◽  
Reading And Spelling

Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals

2001 ◽  
Vol 25 (2) ◽  
pp. 140-147 ◽  
Author(s):  
Narges Arab-Moghaddam ◽  
Monique Senechal
Keyword(s):  
Phonological Processing ◽  
Grade Level ◽  
Word Reading ◽  
Reading Performance ◽  
Orthographic Processing ◽  
Spelling Performance ◽  
Concurrent Development ◽  
English Speaking ◽  
Iranian Children ◽  
Reading And Spelling

The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.

The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children

2007 ◽  
Vol 20 (5) ◽  
pp. 511-533 ◽  
Author(s):  
Noriyeh Rahbari ◽  
Monique Sénéchal ◽  
Narges Arab-Moghaddam
Keyword(s):  
Phonological Processing ◽  
Reading And Spelling

Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

2020 ◽  
Vol 63 (11) ◽  
pp. 3700-3713
Author(s):  
Saleh Shaalan
Keyword(s):  
Phonological Processing ◽  
Language Disorder ◽  
Nonword Repetition ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gulf Arabic ◽  
Arabic Speaking ◽  
Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

scholarly journals The role of punctuation in implicit phonological processing during reading

2012 ◽  
Vol 83 (3) ◽  
pp. 193-201 ◽  
Author(s):  
Keiyu Niikuni ◽  
Toshiaki Muramoto ◽  
Yuko Fukaya
Keyword(s):  
Phonological Processing

scholarly journals The Role of Inhibitory Control in Second Language Phonological Processing

2016 ◽  
Vol 66 (4) ◽  
pp. 741-773 ◽  
Author(s):  
Isabelle Darcy ◽  
Joan C. Mora ◽  
Danielle Daidone
Keyword(s):  
Second Language ◽  
Inhibitory Control ◽  
Phonological Processing
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