Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish

Applied Psycholinguistics

Volumn 23, Issue 1, 2002, Pages 135-148

  Defior, Sylvia ^a   Martos, Francisco ^a   Cary, Luz ^b  

^a UNIVERSITY OF GRANADA   (Spain)

^b UNIVERSITY OF LISBON   (Portugal)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036524639     PISSN: 01427164     EISSN: None     Source Type: Journal    
DOI: 10.1017/s0142716402000073     Document Type: Article

References (23)

1. Coltheart, M. (1985). Cognitive neuropsychology and the study of reading. In M. I. Posner & O. S. M. Marin (Eds.), Attention and performance XI (pp. 3-37). Hillsdale, NJ: Erlbaum.
2. Cossu, G. (1999). The acquisition of Italian orthography. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 10-33). Cambridge: Cambridge University Press.
3. Cossu, G., Gugliotta, M., & Marshall, J. (1995). Acquisition of reading and written spelling in a transparent orthography: Two non parallel processes? Reading and Writing, 7, 9-22.
4. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Cognitive and neuropsychological studies of phonological reading (pp. 301-330). London: Erlbaum.
5. Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading, 2, 31-54.
6. Girolami-Boulinier, A., & Pinto, M. C. (1994). A ortografia em crianças Francesas, Inglesas e Portuguesas. Línguas e Literatures - Revista da Faculdade de Letras da Universidade do Porto, 11, 115-129.
7. Goswami, U., Gombert, J. E., & Barrera, L. F. (1998). Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 19-52.
8. Harris, M., & Giannouli, V. (1999). Learning to read and spell in Greek: The importance of letter knowledge and morphological awareness. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51-70). Cambridge: Cambridge University Press.
9. Ho, C. S.-H., & Bryant, P. E. (1997). Phonological awareness and visual skills can predict success in learning to read Chinese and English: A cross-cultural research with two longitudinal studies. Journal of Psycholinguistic Research, 26(1), 109-127.
10. Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98.
11. Mann, V. A. (1986). Phonological awareness: The role of reading experience. Cognition, 24, 65-92.
12. Pinheiro, A. M. V. (1995). Reading and spelling development in Brazilian Portuguese. Reading and Writing, 7, 111-138.
13. Porpodas, C. (1991). The relation between phonemic awareness and reading and spelling of Greek words in the first school years. In M. Carretero, M. L. Pope, P. R. Simons, & J. I. Pozo (Eds.), Learning and instruction: European research in an international context (Vol. III, pp. 203-217). Oxford: Pergamon Press.
14. Rebelo, D., & Delgado-Martins, M. R. (1978). Linguagem Oral e Ortografia. Lisboa, Portugal: INIC.
15. Rego, L. L. B. (1999). Phonological awareness, syntactic awareness and learning to read and spell in Brazilian Portuguese. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 71-88). Cambridge: Cambridge University Press.
16. Seymour, P. (1986). Cognitive analysis of dyslexia. London: Routledge & Kegan Paul.
17. Seymour, P., & Elder, L. (1986). Beginning reading without phonology. Cognitive Neuropsychology, 3, 1-37.
18. Sprenger-Charolles, L., & Bonnet, P. (1996). New doubts on the importance of the logographic stage: A longitudinal study of French children. Cahiers de Psychologie Cognitive, 15, 173-208.
19. Stuart, K. M., & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 139-181.
20. Thorstadt, G. (1991). The effect of orthography on the acquisition of literacy skills. British Journal of Psychology, 82, 527-537.
21. Viana, M. C., Andrade, E., Oliveira, L. C., & Trancoso, I. M. (1991). Ler Português Europeu: Um utensflio para o estudo da ortografia do Português. Actas do VII Encontro da Associação Portuguesa de Linguística (pp. 474-489). Lisbon: APL.
22. Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91-103.
23. Wimmer, H., & Hummer, P. (1990). How German-speaking first graders read and spell: Doubts on the importance of the logographic stage. Applied Psycholinguistics, 11, 349-368.