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Zeitschriftenartikel zum Thema „Transparent orthography“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 10. März 2023

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1

Zeguers, M. H. T., P. Snellings, H. M. Huizenga, and M. W. van der Molen. "Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography." Quarterly Journal of Experimental Psychology 67, no. 10 (October 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.

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In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects w

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Öney, Banu, and Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography." Applied Psycholinguistics 18, no. 1 (January 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.

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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of

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Haisma, Joyce. "Dyslexic Subtypes and Literacy Skills in L2 Opaque English." Toegepaste Taalwetenschap in Artikelen 81 (January 1, 2009): 65–74. http://dx.doi.org/10.1075/ttwia.81.07hai.

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In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with o

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Goswami, Usha, Jean Emile Gombert, and Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish." Applied Psycholinguistics 19, no. 1 (January 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.

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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhy

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Georgiou, Georgios P. "How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests." Languages 6, no. 3 (July 11, 2021): 118. http://dx.doi.org/10.3390/languages6030118.

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Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel b

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Raman, Ilhan, and Brendan Stuart Weekes. "Deep Dysgraphia in Turkish." Behavioural Neurology 16, no. 2-3 (2005): 59–69. http://dx.doi.org/10.1155/2005/568540.

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Deep dysgraphic patients make semantic errors when writing to dictation and they cannot write nonwords. Extant reports of deep dysgraphia come from languages with relatively opaque orthographies. Turkish is a transparent orthography because the bidirectional mappings between phonology and orthography are completely predictable. We report BRB, a biscriptal Turkish-English speaker who has acquired dysgraphia characterised by semantic errors as well as effects of grammatical class and imageability on writing in Turkish. Nonword spelling is abolished. A similar pattern of errors is observed in Eng

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Duranović, Mirela. "Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography." Journal of Learning Disabilities 50, no. 5 (April 22, 2016): 591–601. http://dx.doi.org/10.1177/0022219416645814.

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The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in Bosnian language with transparent orthography. Three main error categories were distinguished: phonological, orthographic, and grammatical errors. An analysis of error type showed 86% of phonological errors,10% of orthographic errors, and 4% of grammatical errors. Furthermore, the majority errors were the omissions and substitutions, followed by the insertions, omission of rules of assimilation by voicing, and errors with utilization of suffix. We can conclude that phonological errors were

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Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, and Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography." Written Language and Literacy 12, no. 1 (August 18, 2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.

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The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speakin

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Adams, Ashley Marie, Arthur M. Glenberg, and M. Adelaida Restrepo. "Embodied reading in a transparent orthography." Learning and Instruction 62 (August 2019): 27–36. http://dx.doi.org/10.1016/j.learninstruc.2019.03.003.

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10

Hricová, Marianna, and Brendan Stuart Weekes. "Acquired Dyslexia in a Transparent Orthography: An Analysis of Acquired Disorders of Reading in the Slovak Language." Behavioural Neurology 25, no. 3 (2012): 205–13. http://dx.doi.org/10.1155/2012/127419.

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The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in Eng

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Bravo-Valdivieso, Luis, and José-Pablo Escobar. "How transparent is Spanish orthography? / ¿Cuán transparente es nuestra ortografía castellana?" Estudios de Psicología 35, no. 3 (September 2, 2014): 442–49. http://dx.doi.org/10.1080/02109395.2014.965455.

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12

Justi, Francis R. R., and Antonio Jaeger. "Orthographic neighborhood effects in recognition and recall tasks in a transparent orthography." Journal of Experimental Psychology: Learning, Memory, and Cognition 43, no. 4 (2017): 565–78. http://dx.doi.org/10.1037/xlm0000327.

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Serrano, Francisca, and Sylvia Defior. "Dyslexia speed problems in a transparent orthography." Annals of Dyslexia 58, no. 1 (May 16, 2008): 81–95. http://dx.doi.org/10.1007/s11881-008-0013-6.

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ESCUDERO, PAOLA. "Orthography plays a limited role when learning the phonological forms of new words: The case of Spanish and English learners of novel Dutch words." Applied Psycholinguistics 36, no. 1 (January 2015): 7–22. http://dx.doi.org/10.1017/s014271641400040x.

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ABSTRACTSome previous studies have shown that the availability of orthographic information leads to positive effects for second language (L2) phonology, while others document negative effects. In this paper, we examine the role of orthography on novel spoken-word learning by comparing word pairs that differed in most or all of their segments (nonminimal pairs) and those that only differed in one phoneme (minimal pairs) that was considered easy or difficult to discriminate. We tested the performance of learners whose native languages have transparent orthographies as well as learners with opaqu

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ZHANG, JIE, HONG LI, QIONG DONG, JIE XU, and ELIZABETH SHOLAR. "Implicit use of radicals in learning characters for nonnative learners of Chinese." Applied Psycholinguistics 37, no. 3 (April 13, 2015): 507–27. http://dx.doi.org/10.1017/s0142716415000090.

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ABSTRACTThis study investigated whether beginning nonnative learners of Chinese can use phonological and semantic information of radicals to learn the sounds and meanings of new Chinese characters. Thirty-four seventh- and eighth-grade American adolescents, who received intensive Chinese instruction for one semester, were taught 16 compound pseudocharacters paired with novel pictures over three learning trials. After each learning trial, students were asked to produce the sounds and meanings of pseudocharacters in which semantic transparency and phonetic regularity of radicals were manipulated

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Tomcsányi, Judit. "Hipercorrección ortográfica en la marcación del acento en documentos académicos y divulgativos en Costa Rica (Orthographic Hypercorrection Using Accent Marks in Academic and Informative Documents in Costa Rica)." LETRAS 2, no. 58 (January 30, 2017): 29. http://dx.doi.org/10.15359/rl.2-58.2.

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Trata el tema de la hipercorrección ortográfica, relacionada con el uso abusivo y la dislocación del acento ortográfico en ciertos tipos de textos en el medio costarricense. Desde el análisis fonológico de Harris, basado en la teoría métrica, y de estudios psicolingüísticos sobre el procesamiento de la palabra escrita (Frost, Taft), se sostiene que esa hipercorrección obedece a un procesamiento lexical de la escritura, típica de sistemas ortográficos opacos, y deja de lado el carácter transparente de la ortografía española. Se identifica una orientación de este procesamiento lexical hacia cara

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Curatelli, Francesco, and Chiara Martinengo. "Keystroke Saving in a Language with Highly Transparent Orthography." Journal of Computing and Information Technology 18, no. 3 (2010): 275. http://dx.doi.org/10.2498/cit.1001737.

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18

Verhoeven, Ludo, and Jos Keuning. "The Nature of Developmental Dyslexia in a Transparent Orthography." Scientific Studies of Reading 22, no. 1 (September 8, 2017): 7–23. http://dx.doi.org/10.1080/10888438.2017.1317780.

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Silinskas, Gintautas, Minna Torppa, Marja-Kristiina Lerkkanen, and Jari-Erik Nurmi. "The home literacy model in a highly transparent orthography." School Effectiveness and School Improvement 31, no. 1 (July 29, 2019): 80–101. http://dx.doi.org/10.1080/09243453.2019.1642213.

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Vuković, Bojana, and Mirela Duranović. "SPELLING ERRORS OF DYSLEXIC CHILDREN IN TRANSPARENT ORTHOGRAPHY: SPECIFIC DEFICIT OR DEVELOPMENTAL DEALY?" Research in Education and Rehabilitation 5, no. 2 (December 2022): 80–90. http://dx.doi.org/10.51558/2744-1555.2022.5.2.80.

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The aim of this paper was to analyze the spelling errors of children with dyslexia, in order to determine whether they have a specific pattern of spelling errors or are simply late in acquiring spelling skills. The sample included 30 children with dyslexiaand 30 spelling-level-matched younger children. The research was conducted in the area of Sarajevo Canton and Tuzla Canton in the period from March to May 2022. The results showed that children with dyslexia make similar patterns of errors as spelling-level-matched group. The obtained results show that children with dyslexia in transparent or

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Raman, Ilhan, Bahman Baluch, and Peter Sneddon. "What Is the Cognitive System's Preferred Route for Deriving Phonology from Print?" European Psychologist 1, no. 3 (January 1996): 221–27. http://dx.doi.org/10.1027/1016-9040.1.3.221.

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The present study examined the manner in which Turkish readers read aloud words printed in shallow (transparent) Turkish orthography. The first experiment showed that when the set consists of only word stimuli there is a significant word-frequency effect. This indicates that readers had made reference to lexical information for naming. The result of a second experiment, on the other hand, showed that when an equal number of nonwords are embedded in the stimulus set the word-frequency effect disappears. This indicates that readers had made reference to nonlexical information for naming. These r

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Łockiewicz, Marta, and Nina Ciecholewska. "Phonological processing and reading in a semi-transparent orthography (Polish)." L1 Educational Studies in Language and Literature 17, Open Issue, Open Issue (June 2017): 1–13. http://dx.doi.org/10.17239/l1esll-2017.17.01.02.

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Marcolini, Stefania, Cristina Burani, and Lucia Colombo. "Lexical effects on children’s pseudoword reading in a transparent orthography." Reading and Writing 22, no. 5 (April 1, 2008): 531–44. http://dx.doi.org/10.1007/s11145-008-9123-0.

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Cossu, G., D. Shankweiler, I. Y. Liberman, and M. Gugliotta. "Visual and phonological determinants of misreadings in a transparent orthography." Reading and Writing 7, no. 3 (September 1995): 237–56. http://dx.doi.org/10.1007/bf02539523.

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Goncalves, Alison Roberto, and Rosane Silveira. "Orthographic effects in speech production: A psycholinguistic study with adult Brazilian-Portuguese English bilinguals / Efeitos ortográficos na produção da fala: um estudo psicolinguístico com adultos bilíngues falantes de Português Brasileiro e Inglês." REVISTA DE ESTUDOS DA LINGUAGEM 28, no. 3 (May 27, 2020): 1461. http://dx.doi.org/10.17851/2237-2083.28.3.1461-1494.

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Abstract: The present study inquired whether orthography affects phonological processing of English as an L2. To do so, a lexicon that simulated opaque and transparent grapho-phonic English relations in nuclear position was developed (e.g., keet, deit, toud). Bilingual speakers of Brazilian Portuguese and English were compelled to learn this new lexicon through a repeated-exposure training paradigm in which they were introduced to the lexicon phonological forms associated with their visual forms, and then to the phonological forms associated with their visual and orthographic forms. After unde

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Jiménez, Juan E., Isabel Hernández-Valle, Gustavo Ramírez, Mª del Rosario Ortiz, Mercedes Rodrigo, Adelina Estévez, Isabel O'Shanahan, Eduardo García, and María de la Luz Trabaue. "Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography." Spanish Journal of Psychology 10, no. 1 (January 2007): 52–67. http://dx.doi.org/10.1017/s1138741600006314.

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This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training grou

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Joshi, R. Malatesha, Kausalai Wijekumar, and Amy Gillespie Rouse. "International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series." Journal of Learning Disabilities 55, no. 2 (December 17, 2021): 83–86. http://dx.doi.org/10.1177/00222194211059836.

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This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the world’s population speaks a language other than English, we need more studies on writing and spelling in languages other than English. With this intention, we are presenting 6 papers on writing and

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Davies, Robert, and Fernando Cuetos. "Acquired Dyslexia in Spanish: A Review and Some Observations on a New Case of Deep Dyslexia." Behavioural Neurology 16, no. 2-3 (2005): 85–101. http://dx.doi.org/10.1155/2005/872181.

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Readers and writers of Spanish use an orthography that is highly transparent. It has been proposed that readers of Spanish can rely on grapheme-phoneme correspondences, alone, to access meaning or phonology from print. In recent years, a number of case studies have yielded evidence inconsistent with this idea. We review these studies with particular focus on those that report evidence for reading based on direct lexical mappings between print, orthographic representations, and meaning or phonology. We report a new case of acquired literacy impairment in Spanish, MJ, who presents a pattern of p

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Saletta, Meredith. "Orthography and speech production in children with good or poor reading skills." Applied Psycholinguistics 40, no. 4 (April 22, 2019): 905–31. http://dx.doi.org/10.1017/s0142716419000055.

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AbstractSpeech production is influenced by the orthographic representation of the spoken word. Although previous work has shown that inconsistencies between the word’s sound and spelling may facilitate or disrupt processing (e.g., Alario, Perre, Castel, & Ziegler, 2007; Saletta, Goffman, & Brentari, 2015; Saletta, Goffman, & Hogan, 2016; Ventura, Morais, Pattamadilok, & Kolinsky, 2004), the developmental course of this effect on new readers remains unclear. The current study examines how children’s production of nonwords changes as a function of exposure to the nonwords’ orthog

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Bigozzi, Lucia, Christian Tarchi, and Giuliana Pinto. "Spelling across Tasks and Levels of Language in a Transparent Orthography." PLOS ONE 11, no. 9 (September 22, 2016): e0163033. http://dx.doi.org/10.1371/journal.pone.0163033.

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Tilanus, Elisabeth A. T., Eliane Segers, and Ludo Verhoeven. "Diagnostic profiles of children with developmental dyslexia in a transparent orthography." Research in Developmental Disabilities 34, no. 11 (November 2013): 4194–202. http://dx.doi.org/10.1016/j.ridd.2013.08.039.

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Schaars, Moniek M. H., Eliane Segers, and Ludo Verhoeven. "Word decoding development in incremental phonics instruction in a transparent orthography." Reading and Writing 30, no. 7 (March 7, 2017): 1529–50. http://dx.doi.org/10.1007/s11145-017-9735-3.

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Rakhlin, Natalia V., Catalina Mourgues, Cláudia Cardoso-Martins, Alexander N. Kornev, and Elena L. Grigorenko. "Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography." Contemporary Educational Psychology 56 (January 2019): 250–61. http://dx.doi.org/10.1016/j.cedpsych.2018.12.002.

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Pagliuca, Giovanni, Lisa S. Arduino, Laura Barca, and Cristina Burani. "Fully transparent orthography, yet lexical reading aloud: The lexicality effect in Italian." Language and Cognitive Processes 23, no. 3 (April 2008): 422–33. http://dx.doi.org/10.1080/01690960701626036.

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Borleffs, Elisabeth, Frans Zwarts, Ade R. Siregar, and Ben A. M. Maassen. "GraphoLearn SI: Digital Learning Support for Reading Difficulties in a Transparent Orthography." Human Technology 16, no. 1 (February 28, 2020): 92–111. http://dx.doi.org/10.17011/ht/urn.202002242164.

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Mkandawire, Sitwe Benson. "English versus Zambian Languages: Exploring some Similarities and Differences with their Implication on the Teaching of Literacy and Language in Primary Schools." British Journal of Multidisciplinary and Advanced Studies 3, no. 2 (November 8, 2022): 1–20. http://dx.doi.org/10.37745/bjmas.2022.0037.

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This desk study aimed at comparing English and selected Zambian Languages with a view of identifying some similarities and differences. Data was collected through author introspection and document analysis of existing literature. Publications in English and some Zambian Languages were collected from international databases such JSTOR, Cambridge Journals Online, and Palgrave Macmillan Journals. Searches for literature was extended to Google Scholar, Institutional Repository and visited the University of Zambia library in person. The documents collected were subjected to content analysis where k

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Davies, Robert, Fernando Cuetos, and Rosa Mary Glez-Seijas. "Reading development and dyslexia in a transparent orthography: a survey of Spanish children." Annals of Dyslexia 57, no. 2 (November 28, 2007): 179–98. http://dx.doi.org/10.1007/s11881-007-0010-1.

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Torppa, Minna, George K. Georgiou, Pekka Niemi, Marja-Kristiina Lerkkanen, and Anna-Maija Poikkeus. "The precursors of double dissociation between reading and spelling in a transparent orthography." Annals of Dyslexia 67, no. 1 (June 10, 2016): 42–62. http://dx.doi.org/10.1007/s11881-016-0131-5.

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Borgwaldt, Susanne R., Frauke M. Hellwig, and Annette M. B. de Groot. "Word-initial entropy in five languages." Written Language and Literacy 7, no. 2 (March 22, 2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.

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Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, German, and Hungarian, stated in entropy values for various grain sizes. This allows us to position the five languages on the continuum from opaque to

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Milankov, Vesela, Slavica Golubović, Tatjana Krstić, and Špela Golubović. "Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography." International Journal of Environmental Research and Public Health 18, no. 10 (May 19, 2021): 5440. http://dx.doi.org/10.3390/ijerph18105440.

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Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of

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Torkildsen, Janne von Koss, Joanne Arciuli, and Ona Bø Wie. "Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography." Learning and Individual Differences 69 (January 2019): 60–68. http://dx.doi.org/10.1016/j.lindif.2018.11.003.

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Caravolas, Markéta, and Jan Volín. "Phonological spelling errors among dyslexic children learning a transparent orthography: the case of Czech." Dyslexia 7, no. 4 (October 2001): 229–45. http://dx.doi.org/10.1002/dys.206.

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Cossu, Giuseppe, Maria Gugliotta, and John C. Marshall. "Acquisition of reading and written spelling in a transparent orthography: Two non parallel processes?" Reading and Writing 7, no. 1 (March 1995): 9–22. http://dx.doi.org/10.1007/bf01026945.

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Kim, Young-Suk Grace, Jeung-Ryeul Cho, and Soon-Gil Park. "Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children." Journal of Learning Disabilities 51, no. 5 (August 11, 2017): 473–81. http://dx.doi.org/10.1177/0022219417724817.

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We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via meta

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Ergül, Cevriye, Zeynep Bahap Kudret, Meral Ç. Ökcün-Akçamuş, Gözde Akoğlu, Ergül Demir, and Burcu Kılıç Tülü. "How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography." Literacy Research and Instruction 61, no. 1 (December 6, 2021): 41–60. http://dx.doi.org/10.1080/19388071.2021.2008557.

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46

Tsesmeli, Styliani N., and Katerina Stoumpou. "Dynamic assessment in spelling and morphological awareness in Greek: The case of a transparent orthography." Research in Developmental Disabilities 117 (October 2021): 104047. http://dx.doi.org/10.1016/j.ridd.2021.104047.

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47

Kairaluoma, Leila, Minna Torppa, Jari Westerholm, Timo Ahonen, and Mikko Aro. "The Nature of and Factors Related to Reading Difficulties Among Adolescents in a Transparent Orthography." Scientific Studies of Reading 17, no. 5 (September 2013): 315–32. http://dx.doi.org/10.1080/10888438.2012.701257.

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48

Bigozzi, Lucia, Christian Tarchi, Giuliana Pinto, and Beatrice Accorti Gamannossi. "Predicting Dyslexia in a Transparent Orthography From Grade 1 Literacy Skills: A Prospective Cohort Study." Reading & Writing Quarterly 32, no. 4 (December 15, 2015): 353–72. http://dx.doi.org/10.1080/10573569.2014.988310.

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49

Kotoulas, Vassilios. "The Development of Phonological Awareness Throughout The School Years: The Case of a Transparent Orthography." L1?Educational Studies in Language and Literature 4, no. 2-3 (January 2004): 183–201. http://dx.doi.org/10.1007/s10674-004-1025-8.

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50

Kendeou, Panayiota, Timothy C. Papadopoulos, and Marianna Kotzapoulou. "Evidence for the early emergence of the simple view of reading in a transparent orthography." Reading and Writing 26, no. 2 (February 21, 2012): 189–204. http://dx.doi.org/10.1007/s11145-012-9361-z.

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