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Context-Sensitive Rules and Word Naming in Italian Children

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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: PDF
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
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  Data: Context-Sensitive Rules and Word Naming in Italian Children
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Jul 2007 20(5):495-509.
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  Data: 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
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  Data: 15
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  Data: 2007
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink>
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  Data: 10.1007/s11145-006-9040-z
– Name: ISSN
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  Data: 0922-4777
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
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      – SubjectFull: Role
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      – SubjectFull: Spelling
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      – SubjectFull: Grade 3
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Context Effect
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