Visual and phonological determinants of misreadings in a transparent orthography |
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| Authors: | G Cossu D Shankweiler I Y Liberman M Gugliotta |
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| Institution: | (1) Servizio di Neuropsichiatria Infantile, Universita di Parma, via Gramsci 14, I-43100 Parma, Italy;(2) Neuropsychology Unit, Department of Clinical Neurology, Radcliffe Infirmary, University of Oxford, UK;(3) Haskins Laboratories and University of Connecticut, USA;(4) Haskins Laboratories, 270 Crown Street, 06510 New Haven, CT, USA |
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| Abstract: | Growth of word reading skills was examined in first and second year Italian school children by analysis of the pattern of
reading errors. The study was designed to investigate the role of visual vs phonological similarities as causes of misreadings
in a transparent orthography. The selection of reading material was tailored to permit a meaningful cross-language comparison
with pre-existing findings on English-speaking children. The results showed that, in Italian as in English, spatially-related
errors (such as confusingb andd) constituted a minor proportion of the total errors. Errors on vowel and consonant letters that are not spatially confusable
accounted for the greater proportion of the total. Moreover, the co-occurrence of spatial and phonological confusability resulted
in appreciably more errors than when either occurred without the other. Vowel position in the syllable had no systematic effect
on errors. In beginning readers of Italian, consonant errors outnumbered vowel errors by a wide margin; the reverse pattern
was found in previous studies on English-speaking children at the same level of schooling. It is proposed that differences
between Italian and English in the phonological structure of the lexicon and in the consistency of grapheme-phoneme correspondences
account in large part for the differences in quantity and distribution of the errors. |
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| Keywords: | Beginning readers Cross-language error analysis Misreading Reversals |
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