Foundation literacy acquisition in European orthographies.

By P. Seymour, Mikko Aro, J. Erskine. British Journal of Psychology, 2003

2,553 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/406d80b0640a46fc405812c236962266a3d58966

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Citations in the corpus

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, methodology): “Orthographic consistency has been argued to influence the rate of literacy development across languages (e.g., Aro & Wimmer, 2003; Caravolas, 2006; Ellis et al., 2004; Seymour et al., 2003 ), but the extent to which it also influences how different cognitive processing skills predict literacy acqui”
Orthographic Depth and Its Impact on Universal Predictors of Reading (2010, methodology): “Finally, reading accuracy reaches ceiling very quickly in transparent orthographies (Seymour et al., 2003), leaving reading speed as the primary useful dependent variable.”
Learning to Read Words: Theory, Findings, and Issues (2005, background): “Seymour, Aro, and Erskine (2003) recently categorized several European alphabetic languages using two dimensions, orthographic depth, and syllabic complexity.”
Learning to read: English in comparison to six more regular orthographies (2003, methodology): “Nevertheless, the theoretically determined number of possible pronunciations seems to be more or less in line with the hypothetical classification of orthographic depth presented by Seymour et al. (2003).”
Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness (2007, background): “In the alphabetic languages, the letters represent phonemes and probably because of this, the phoneme has emerged as the critical unit involved in reading development (Goswami & Bryant, 1990; Rack, Hulme & Snowling, 1993; Seymour et al., 2003).”
Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability (2009, background): “In a study that compared learning to read in several European languages, Seymour, Aro, and Erskine (2003) found that by the end of first grade Italian children read correctly approximately 95% of short familiar words in a list.”
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten (2009, background): “At least 25% of Finnish children can read before they enter formal education (Holopainen, Ahonen, Tolvanen, & Lyytinen, 2000; Lerkkanen, Rasku-Puttonen, Aunola, & Nurmi, 2004) and the large majority of them achieve an accurate and fluent word reading skill before the end of the first school year (Au”
Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, background): “…of these findings emerge from an orthography where reading accuracy is attained relatively early and apparently with more ease (Aro & Wimmer, 2003; Seymour et al., 2003) than can be expected from readers of an orthography that demands the learning of more complex systems of letter-sound…”
Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, background): “…and is the reason why Italian children, for instance, learn to recode letter strings with 90% accuracy within a few months (Goswami et al., 1997; Seymour et al., 2003) in contrast to children learning to read English, who acquire the same level of accuracy only after 3–4 years of reading…”