A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch.

By Tanya K. Patel, M. Snowling, P. F. Jong. 2004

235 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/83c9f92f5b52a5fd6f0742230abd22c45945d15d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Orthographic Depth and Its Impact on Universal Predictors of Reading (2010, background): “The claim that phonological awareness is equally important in all languages (e.g., Caravolas et al., 2005; Patel et al., 2004) was not supported because the impact of phonological awareness on reading and decoding was systematically modulated by script entropy, with phonological awareness being more”
Rapid naming speed and Chinese character recognition (2008, background): “In addition, very few studies have examined the relationship between RAN and reading accuracy in orthographically consistent languages, mainly because there is very little variability in reading accuracy measures after grade 2 (e.g., M€ & Brady, 2001; Nikolopoulos, Goulandris, Hulme, & Snowling, 200”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, result): “Previous studies have obtained inconsistent results on this topic (e.g., Georgiou, Parrila, & Papadopoulos, 2008; Patel et al., 2004).”
Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison (2009, background): “Previous research has indicated that phonological awareness is important in developing letter–sound knowledge across orthographies, but the time needed to develop this knowledge seems to vary depending on regularity of the orthography (Patel et al., 2004).”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “Second, several researchers have argued that phonological awareness would have been a predictor of reading even in later grades had it been measured with sufficiently difficult tasks (e.g., Caravolas, Vo ´lin, & Hulme, 2005; Nikolopoulos, Goulandris, Hulme, & Snowling, 2006; Patel, Snowling, & de J”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “With rare exceptions (e.g., Good, Simmons, & Kame’enui, 2001; Patel et al., 2004), assessment of phonemic awareness, much like the Anglophone assessment of decoding and reading ability, has been almost exclusively accuracy oriented—the debate preoccupied with issues of task validity, unit size, and…”
To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. (2011, background): “One reason may be that these print exposure studies were conducted in countries with opaque languages such as English, French, and Chinese, where children have to familiarize with numerous letter clusters in order to become a skilled reader and where they reach a ceiling in their technical reading a”
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010, background): “…task reached ceiling levels faster in transparent than in opaque orthographies (for similar argumentation, see Caravolas, Hulme, & Snowling, 2001; Patel et al., 2004), thereby reducing the statistical power of phonological awareness accuracy favoring phonological awareness speed as the best…”
Rapid naming speed and reading across languages that vary in orthographic consistency (2008, result): “Discrepancies betweeen the findings of single-language studies have often been ascribed to methodological differences (e.g., Patel, Snowling, & de Jong, 2004 ).”
Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study (2010, background): “While some have found phonological skills to play a significant role in early reading skills (Dufva, Niemi, & Voeten, 2001; Lyytinen et al., 2006; Patel, Snowling, & de Jong, 2004; Silven, Poskiparta, Niemi, & Voeten, 2007), others have found RAN to be a more reliable predictor of reading than pho”