The influence varied according to the level of transparency, with strong correlations for the most opaque orthography (French). The results showed that phonological awareness was the main predictor of reading accuracy in all languages, except in Finish, the most transparent orthography studied. (2010) investigated the influence of phonological awareness, memory, vocabulary, rapid naming, and non-verbal intelligence in several languages varying in orthography transparency. The use of those strategies seems to persist for longer than in transparent orthographies ( Deacon and Kirby, 2004).ĭespite considerable evidence regarding the influence of orthography on reading processing, the impact of orthographic depth on reading predictors remains unclear. On the other hand, in opaque languages with phonologically complex syllables, such as English, the alphabetic system is variable and open to decoding errors therefore, children are required to use decoding strategies involving different grains sizes (sound units), such as the whole-word strategy and rhyme analogy to read the significant number of irregular words and acquire reading proficiency ( Ziegler and Goswami, 2005). The use of this strategy decreases as reading is established, and words can progressively be read from memory by sight ( Share, 2008). For instance, in languages such as Italian and Spanish, not only the spelling-sound correspondence is highly consistent (transparent orthography), but also the predominant phonological structure of syllables is simple (consonant-vowel), enabling the successful use of grapheme-phoneme correspondence as the main strategy when learning to read ( Goswami, 2008). Studies have also demonstrated that using those word reading strategies can also be affected by orthographic transparency and phonological structure of words in alphabetical languages ( Katz and Frost, 1992 Ziegler and Goswami, 2005 Goswami, 2008 Ziegler et al., 2010). Beginner readers, for instance, are likely to rely on grapheme-phoneme conversion in contrast, skilled readers could identify most of the printed words through whole-word recognition or even use a combination of both strategies depending on word familiarity. As observed by Ehri (2005, 2014), it involves automatically and unintentionally either the process of decoding or reading from memory by sight, depending on the child’s stage of reading and word familiarity. Research has shown that word reading is an important predictor for reading fluency in the first years of formal education ( Clemens et al., 2011 Morris and Perney, 2018). Those results emphasize the need to consider orthography and phonological features of a particular language when developing a reading assessment and treatments. Those results were discussed considering the complexity of the phonological structure and opaque orthography in English when compared to Portuguese, which indicates that the less transparent the orthography, the higher the importance of factors such as phonological awareness, short-term memory, and to some extent, auditory sensory processing skills on word reading acquisition. The auditory sensory was not directly correlated with word reading in either group however, it was involved with Rhyme and Alliteration performance only in the British group. Short-term memory was also correlated with reading in both groups however, it was a significant word reading predictor only in the British group. Rhyme and Alliteration skills predicted word reading in both groups however, the correlation in the British group was more robust. The current study investigates the word reading predictors in a group of British and Brazilian children with typical development considering phonological, auditory sensory, short-term memory, and sustained attention skills. In addition, it also remains unknown the role of the orthography in the influence of auditory temporal processing and attention skills on word reading skills. 4Biomedical Research Centre, National Institute for Health Research, London, United Kingdomĭespite considerable evidence regarding the influence of orthography on reading processing, the impact of orthographic depth on reading predictors remains unclear.3Department of Neuro-Otology, University College London Hospitals, London, United Kingdom.2Department of Physical Therapy, Speech-Language Pathology and Occupational Therapy, School of Medicine, University of São Paulo, São Paulo, Brazil.1The Ear Institute, University College London, London, United Kingdom.Cristina Ferraz Borges Murphy 1*, Eliane Schochat 2 and Doris-Eva Bamiou 1,3,4
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