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Children’s orthographic representations in English and Greek |
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| Authors: | Usha Goswami Costas Porpodas Sally Wheelwright |
| Institution: | 1. Behavioural Sciences Unit, Institute of Child Health, University College London, 30 Guilford St., WC1N EH, London, U.K. 2. University of Patras, Greece 3. University of Cambridge, U.K. |
| Abstract: | Two experiments were conducted to compare the development of orthographic representations in children learning to read English and Greek. Nonsense words that either shared both orthography and phonology at the level of the rhyme with real words (comic-bomic), phonology only (comic-bommick), or neither (dilotaff) were created for each orthography. Experiment 1 compared children’s reading of bisyllabic and trisyllabic nonsense words likebomic vs.bommick, taffodil vs.tafoddyl, and found a significant facilitatory effect of orthographic rhyme familiarity for English only. Experiment 2 compared children’s reading of trisyllabic nonsense words that either shared rhyme phonology with real words (tafoddyl) or did not (dilotaff). Significant facilitation in reading accuracy was found for shared rhyme phonology in English, with a significant speed advantage in Greek. These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies. |
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