Learning to read: English in comparison to six more regular orthographies

By Mikko Aro, Heinz Wimmer. Applied Psycholinguistics, 2003

386 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f10bff92c8ad9767b64d06e5707b6edf52925571

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Citations in the corpus

Contributions of phonological processing skills to reading skills in Arabic speaking children (2011, background): “In comparison with shallower, more transparent European orthographies such as Spanish and Italian, the opacity of English complicates as well as significantly prolongs beginning readers’ acquisition of accuracy and automaticity for soundsymbol mapping skills ( Aro & Wimmer, 2003; Seymour, Aro, & Er”
Rapid naming speed and reading across languages that vary in orthographic consistency (2008, background): “The studies converge on the conclusion that the progress of children learning to read in orthographically consistent languages, such as Finnish, German, or Greek, is generally faster than that of children learning to read in orthographically inconsistent languages, such as English or Danish (e.g., ”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “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”
Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007, methodology): “The nonword items were derived from a test battery compiled as part of a pan-European collaboration (COST A8 Action “Learning Disorders as a Barrier to Human Development”; for more details, see Aro & Wimmer, 2003; Seymour, Aro, & Erskine, 2003).”
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, background): “In the context of the Finnish language, reading accuracy hits a ceiling quite soon after the formal reading instruction begins (e.g., Aro & Wimmer, 2003; Seymour et al., 2003), and, by the time reading comprehension can be reliably assessed, reading fluency is a more sensitive measure of decoding…”
Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, background): “It must be noted that both 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”
Linguistic constraints on children's ability to isolate phonemes in Arabic (2007, background): “…important role in stabilizing the pronunciation of vowel graphemes, and in contributing to the successful decoding of orthographically opaque words (Aro & Wimmer, 2003; Booth & Perfetti, 2002; Christensen, 1997; De Cara & Goswami, 2002; Goswami, 1986, 1988, 1991, 1992, 1998; Goswami & De Cara,…”
Universals in Learning to Read Across Languages and Writing Systems (2021, result): “These observations are commensurate with cross-linguistic research comparing the development of decoding skills (e.g., Aro & Wimmer, 2003; Seymour, Aro, & Erskine, 2003).”
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008, background): “…decoding skills takes about 2 to 3 years longer in the phonologically opaque English orthography than in transparent orthographies such as German (Aro & Wimmer, 2003; Seymour et al., 2003), the change in predictive strength of phonological awareness and rapid automatized naming takes place later…”