Orthographic Depth and Its Impact on Universal Predictors of Reading

By Johannes C. Ziegler, Daisy Bertrand, Dénes Tóth, Valéria Csépe, Alexandra Reis, Luís Faísca, Nina L. Saine, Heikki Lyytinen, Anniek Vaessen, Leo Blomert. Psychology Science, 2010

857 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1f760e2e3f29bf052c165f15bd363131f371e4fb

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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).”
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010, methodology): “The effects of grade on the cognitive contributions were most pronounced for high-frequency words and less pronounced for pseudowords (in line with the results of Vaessen & Blomert, 2010).”
Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth (2011, background): “However, if there are dissociated profiles, one might predict that they differ across languages, especially phonological profiles because phonological decoding is easier to acquire in transparent than in opaque writing systems (Ziegler et al., 2010).”
On the Unnecessary Ubiquity of Hierarchical Linear Modeling (2017, methodology): “…effects or the residuals (Gebauer, Sedikides, & Neberich, 2012; Job, Dweck, & Walton, 2010; Sherman, Haidt, & Clore, 2012; Silberzahn & Uhlmann, 2013; Ziegler et al., 2010) and one study discussed these model components in the statistical analysis section but did not report them in the results…”
What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language (2011, methodology): “, Kirby, Parrila, & Pfeiffer, 2003), researchers continue to debate its importance for word recognition and spelling across languages (e.g., Cho, Chiu, & McBride-Chang, in press; Georgiou, Parrila, & Liao, 2008; Lervåg & Hulme, 2009; Liao, Georgiou, & Parrila, 2008; Savage, Pillay, & Melidona, 2008;”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, methodology): “Form H Word Attack from Woodcock Reading Mastery Tests-Revised (WRMT-R; Woodcock, 1998 ) was used to assess decoding in English.”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, methodology): “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).”
Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic (2018, background): “, decoding, fluency, comprehension) across languages, their predictive strength has been argued to vary as the result of specific factors, namely, the developmental stage of reading of the participants and the transparency of the orthographies studied (Landerl et al., 2013; Moll et al., 2014; Ziegle”
Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, background): “It is important to note that it depends on the properties of the orthography acquired as to how quickly reading instruction improves phonological awareness (Ziegler et al., 2010).”
Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese (2011, background): “More generally, for adults as wells a children, Pinyin provides a coding system that can retrieve the phonological memory of a syllable (Leong, 1997; Ziegler et al., 2010).”
Theories of reading should predict reading speed (2012, neutral): “There has been abundant discussion of the extreme inconsistencies in the representation of individual phonemes in English (e.g., Borgwaldt et al. 2004; 2005; Frost & Ziegler 2007; Ziegler et al. 2010).”
Individual Differences in Reading Development (2014, positive): “Languages were subsequently grouped according to their orthographic consistency (cf., Seymor, Aro, & Erskine, 2003; Ziegler et al., 2010; Ziegler & Goswami, 2006) in languages with relatively consistent grapheme-phoneme relations (e.”