The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children |
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| Authors: | Noriyeh Rahbari Monique Sénéchal and Narges Arab-Moghaddam |
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| Institution: | (1) Department of Psychology, Carleton University, Ottawa, ON, Canada, K1S 5B6;(2) Iranian Academic Centre for Education, Culture & Research (ACECR)-Fars Branch, Shiraz, Iran |
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| 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. |
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| Keywords: | Reading Persian Consistency |
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