Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies

By Anniek Vaessen, Daisy Bertrand, Dénes Tóth, Valéria Csépe, Luís Faísca, Alexandra Reis, Leo Blomert. 2010

192 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/cb59b4bb3e8cb17a2c3c7d253fb467607ac99c9d

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

1. George K. Georgiou
2. Rauno Parrila
3. Luís Faísca
4. Susana Araújo
5. George Manolitsis
6. Ludo Verhoeven
7. E. Norton
8. Karin Landerl

In Education

1. George K. Georgiou
2. Luís Faísca
3. George Manolitsis
4. Susana Araújo
5. Rauno Parrila
6. Karin Landerl
7. Alexandra Reis
8. Ludo Verhoeven

In Statistics and Probability

1. George K. Georgiou
2. George Manolitsis
3. Luís Faísca
4. Susana Araújo
5. Rauno Parrila
6. Alexandra Reis
7. Ludo Verhoeven
8. Charles A. Perfetti

Citations in the corpus

• A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, background): “This result adds to the growing evidence showing a reliable association between RAN and reading ability in a wide array of orthographies (Georgiou, Parrila, & Papadopoulos, 2008; Landerl et al., 2018; Vaessen et al., 2010; Ziegler et al., 2010).”
• Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “Other studies, in turn, have rather suggested a persistent and developmentally increasing relation between RAN and reading (Vaessen et al., 2010; Vaessen & Blomert, 2010; van den bos, Zijlstra, & Spelberg, 2002; Ziegler et al., 2010).”
• Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. (2012, background): “Research findings in these languages follow the general patterns of what we know about RAN in English: that RAN predicts reading, both concurrently and longitudinally, in typically developing and reading-impaired populations (e.g., Georgiou et al. 2008a,b; Ramus et al. 2011; Tan et al. 2005; Vaessen”
• Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “Cross-sectional studies comparing several alphabetic orthographies provided empirical support for the hypothesis that PA may indeed be less relevant in consistent than in inconsistent orthographies (Landerl et al., 2013; Vaessen et al., 2010; Ziegler et al., 2010), whereas the RAN–reading relationsh”
• Universals in Learning to Read Across Languages and Writing Systems (2021, background): “Beyond establishing words as familiar, reading experience can produce gains in word reading fluency (cf. Caravolas et al., 2013; Vaessen et al., 2010).”