Correlates of early reading performance in a transparent orthography

By K. Müller, S. Brady. 2001

147 citations recorded by the source corpus.

A cross-sectional study was conducted with 83first – and 81 fourth graders at the end of theschool year to examine factors accounting forearly reading performance in Finnish, atransparent orthography with a clear mapping ofphonemes onto graphemes. Measures for bothgrades included reading comprehension, phonemeawareness, and object- and digit naming.Additionally measures of skills in morphology,spelling and a screening battery wereadministered to the first graders. The sets ofmeasures accounted for 56% of the variance inreading performance in first grade and 64% infourth grade. Phoneme awareness was stronglyrelated to reading performance and spelling atthe end of first grade, but only forless-skilled readers in fourth grade. Theseresults suggest a larger role for phonemeawareness for children learning a transparentorthography than has been suggested in earlierstudies. At the same time, listeningcomprehension contributed more strongly tofirst-grade reading performance than has beenreported for children learning to readEnglish.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/38f0686f00827946626a4d645a6afe479b5e3bbf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability (2019, unknown): “This model has also been validated in a variety of other alphabetic orthographies (e.g., de Jong & van der Leij, 2002; Florit & Cain, 2011; Kendeu, Papadopoulos, & Kotzapoulou, 2013; Müller & Brady, 2001).”
Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia (2004, background): “Mastery of Finnish inflectional morphology has been found to be associated with reading and writing achievements in the early school years (Müller & Brady, 2001).”
Morphological Awareness and Learning to Read: A Cross-Language Perspective (2006, background): “The correlation between awareness of inflectional morphology and reading achievement seems to be limited to the early elementary grades (Brittain, 1970; Carlisle & Nomanbhoy, 1993; Casalis & Louis-Alexandre, 2000; Müller & Brady, 2001).”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “relationship between linguistic comprehension and reading comprehension than beginner readers of opaque orthographies, such as English, as shown by Muller and Brady (2001) .”
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, result): “Three previous studies have analyzed SVR components in the context of Finnish—namely, studies by Lerkkanen, Rasku-Puttonen, Aunola, and Nurmi (2004), Müller and Brady (2001), and Dufva et al. (2001).”
Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units (2007, background): “According to Muller and Brady (2001), transparency of orthography does not automatically make the link between phonemes and graphemes available to students .”