Pseudohomophone effects and phonological recoding procedures in reading development in English and German

By Usha Goswami, Johannes C. Ziegler, L. Dalton, M. Schneider. 2001

170 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/05f1812e73cae449e8c0b969d3dc7acd11206d5d

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In Developmental and Educational Psychology

Citations in the corpus

Phonology, reading development, and dyslexia: A cross-linguistic perspective (2002, background): “recoding. The need to develop multiple strategies for successful reading may be one reason why grapheme-phoneme recoding strategies develop relatively slowly in children learning to read inconsistent orthographies (see Goswami, Ziegler, Dalton, & Schneider, 2001, in press, for a fuller discussion)”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “, 2003), and greater influences of whole-word phonology (Goswami et al., 2001).”
The Yes/No test as a measure of receptive vocabulary knowledge (2006, background): “Reaction time measures of pseudoword performance also deserve attention, both as a direct dependent measure of performance, and in interaction with accuracy measures (Goswami et al., 2001).”
Nonword reading across orthographies: How flexible is the choice of reading units? (2003, unknown): “English children typically show high accuracy in non-word reading at a later reading level than German or Spanish children (Goswami et al., 1998, 2001; Landerl, 2000).”
Synthetic phonics and the teaching of reading (2008, background): “This inconsistency inhibits the rapid acquisition of grapheme–phoneme recoding skills (Wimmer & Goswami, 1994; Goswami et al., 1998, 2001; Seymour et al., 2003).”
Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill (2006, background): “On the other hand, use of these skills is considered the preferred, rather than exclusive route, and readers (and presumably spellers) possess flexibility in using different grain sizes ( Goswami et al., 2001; Goswami, Ziegler, Dalton, & Schneider, 2003; Ziegler et al., 2001).”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, background): “English children showed a significant advantage in naming PsHs in comparison to orthographic control nonwords (e.g., faik read better than daik), whereas German children did not.”