Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests

By Nick C. Ellis, A. Hooper. Applied Psycholinguistics, 2001

156 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/21edb2d1efd266938e740d600f75acb1376aa846

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, methodology): “…this deviance has been characterized as “dramatic” (Frith, Wimmer, & Landerl, 1998, p. 39; Hutzler, Ziegler, Perry, Wimmer, & Zorzi, 2004, p. 273), “extreme” (Seymour, 2005, p. 310), “profound” (N. C. Ellis & Hooper, 2001, p. 589), and “particularly unnatural” (Snowling & Hulme, 2005, p. xiv).”
Learning to read: General principles and writing system variations (2008, unknown): “Similar conclusions come from studies comparing children in Wales, who learn to read in English as well as in Welsh, a highly consistent alphabetic system (Ellis & Hooper, 2001).”
Learning to read: English in comparison to six more regular orthographies (2003, result): “Similar results have also been shown by a number of studies where reading development in English and other orthographies have been compared (Ellis & Hooper, 2001; Frith, Wimmer, & Landerl, 1998; Goswami et al., 1998; Goswami, Ziegler, Dalton, & Schneider, 2001; Landerl, 2000; Landerl et al., 1997;…”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, methodology): “Ellis and Hooper (2001) reported that following roughly 2 years of reading instruction, children schooled in Welsh could read aloud approximately 61% of the written word tokens on a frequencymatched reading test, whereas children schooled in English could read only about 52%.”