Context-Sensitive Rules and Word Naming in Italian Children
Saved in:
| Title: | Context-Sensitive Rules and Word Naming in Italian Children |
|---|---|
| Language: | English |
| Authors: | Barca, Laura, Ellis, Andrew W., Burani, Cristina |
| Source: | Reading and Writing: An Interdisciplinary Journal. Jul 2007 20(5):495-509. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 15 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 3 Grade 5 |
| Descriptors: | Role, Spelling, Difficulty Level, Elementary School Students, Word Recognition, Grade 3, Grade 5, Reading Instruction, Reading Rate, Foreign Countries, Context Effect |
| DOI: | 10.1007/s11145-006-9040-z |
| ISSN: | 0922-4777 |
| Abstract: | The present study examines the role of orthographic complexity on Italian children's word reading. Two experiments are reported in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006). "Psychonomic Bulletin & Review," 13, 346-352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first years of reading instruction. (Contains 4 tables, 4 figures, and 4 footnotes.) |
| Abstractor: | Author |
| Number of References: | 34 |
| Entry Date: | 2007 |
| Accession Number: | EJ774757 |
| Database: | ERIC |
| Abstract: | The present study examines the role of orthographic complexity on Italian children's word reading. Two experiments are reported in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006). "Psychonomic Bulletin & Review," 13, 346-352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first years of reading instruction. (Contains 4 tables, 4 figures, and 4 footnotes.) |
|---|---|
| ISSN: | 0922-4777 |
| DOI: | 10.1007/s11145-006-9040-z |
