Learning to Read in a Shallow Orthography: The Effect of Letter Knowledge Acquisition

Autor/in	Sarris, Menelaos
Titel	Learning to Read in a Shallow Orthography: The Effect of Letter Knowledge Acquisition
Quelle	In: International Journal of Early Years Education, 30 (2022) 4, S.661-678 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarris, Menelaos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1814212
Schlagwörter	Reading Processes; Alphabets; Greek; Grade 1; Elementary School Students; Reading Tests; Reading Skills; Emergent Literacy; Reading Rate; Accuracy; Word Recognition; Language Acquisition; Correlation; Written Language; Decoding (Reading); Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Leseprozess; Buchstabenschrift; Grieche; Griechisch; School year 01; 1. Schuljahr; Schuljahr 01; Lesetest; Reading skill; Lesefertigkeit; Frühleseunterricht; Reading readiness; Reading speed; Lesegeschwindigkeit; Worterkennung; Sprachaneignung; Spracherwerb; Korrelation; Geschriebene Sprache; Dekodierung; Ausland; Griechenland
Abstract	The present study examined the strategies used by Greek novice readers in the initial phases of reading acquisition. Fifty (50) children were assessed at four successive testing periods throughout 1st grade of Primary School. Thus, 21 boys (42%) and 29 girls (58%) participated in this study. Their mean age at the beginning of the study was 74.43 (s = 3.62) and 74.55 (s = 3.68) respectively. Reading performance measures included reading speed and accuracy scores for letters, words and nonwords. No evidence was found to support the development of a logographic process in learning to read Greek. Yet, the results of the present study indicate that the fast rate of letter knowledge acquisition promotes the development of an alphabetic approach in reading. Correlation analyses suggested that reading progress is depended upon the knowledge of 80% or more of the letters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01