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Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ between Transparent and Opaque Orthographies

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Title: Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ between Transparent and Opaque Orthographies
Language: English
Authors: Vaessen, Anniek, Bertrand, Daisy, Toth, Denes, Csepe, Valeria, Faisca, Luis, Reis, Alexandra, Blomert, Leo
Source: Journal of Educational Psychology. Nov 2010 102(4):827-842.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Page Count: 16
Publication Date: 2010
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Grade 1
Grade 2
Grade 3
Grade 4
Primary Education
Descriptors: Reading Difficulties, Investigations, Reading Fluency, Written Language, Phonological Awareness, Cognitive Processes, Reading Skills, Grade 1, Grade 2, Grade 3, Grade 4, Cognitive Development, Foreign Countries
Geographic Terms: Hungary, Netherlands, Portugal
DOI: 10.1037/a0019465
ISSN: 0022-0663
Abstract: Although the transparency of a writing system is hypothesized to systematically influence the cognitive skills associated with reading development, results of cross-language investigations are inconsistent and usually do not address this issue in a developmental context. We therefore investigated the cognitive dynamics of reading fluency of different word types in Grades 1-4 in three orthographies differing in degree of transparency (Hungarian, Dutch, and Portuguese). The overall results showed that the relative strength of the contributions of phonological awareness and rapid naming to word reading fluency shifted as a function of reading expertise: The contribution of phonological awareness remained significant in all grades but decreased as a function of grade, whereas the contribution of rapid naming increased. Orthographic depth systematically modulated the strength of the cognitive contributions to reading, but not the overall developmental pattern. Together, these results indicate that the cognitive development of reading skill is fairly universal (at least for alphabetic scripts) and that differences in orthographic depth will not recruit different cognitive processes but will mainly be expressed in rate of reading development. (Contains 8 tables and 4 figures.)
Abstractor: As Provided
Number of References: 74
Entry Date: 2011
Accession Number: EJ910426
Database: ERIC
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  Data: Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ between Transparent and Opaque Orthographies
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  Data: <searchLink fieldCode="AR" term="%22Vaessen%2C+Anniek%22">Vaessen, Anniek</searchLink><br /><searchLink fieldCode="AR" term="%22Bertrand%2C+Daisy%22">Bertrand, Daisy</searchLink><br /><searchLink fieldCode="AR" term="%22Toth%2C+Denes%22">Toth, Denes</searchLink><br /><searchLink fieldCode="AR" term="%22Csepe%2C+Valeria%22">Csepe, Valeria</searchLink><br /><searchLink fieldCode="AR" term="%22Faisca%2C+Luis%22">Faisca, Luis</searchLink><br /><searchLink fieldCode="AR" term="%22Reis%2C+Alexandra%22">Reis, Alexandra</searchLink><br /><searchLink fieldCode="AR" term="%22Blomert%2C+Leo%22">Blomert, Leo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Nov 2010 102(4):827-842.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: Y
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  Data: 16
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  Data: 2010
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Investigations%22">Investigations</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink><br /><searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
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  Data: 10.1037/a0019465
– Name: ISSN
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  Data: 0022-0663
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although the transparency of a writing system is hypothesized to systematically influence the cognitive skills associated with reading development, results of cross-language investigations are inconsistent and usually do not address this issue in a developmental context. We therefore investigated the cognitive dynamics of reading fluency of different word types in Grades 1-4 in three orthographies differing in degree of transparency (Hungarian, Dutch, and Portuguese). The overall results showed that the relative strength of the contributions of phonological awareness and rapid naming to word reading fluency shifted as a function of reading expertise: The contribution of phonological awareness remained significant in all grades but decreased as a function of grade, whereas the contribution of rapid naming increased. Orthographic depth systematically modulated the strength of the cognitive contributions to reading, but not the overall developmental pattern. Together, these results indicate that the cognitive development of reading skill is fairly universal (at least for alphabetic scripts) and that differences in orthographic depth will not recruit different cognitive processes but will mainly be expressed in rate of reading development. (Contains 8 tables and 4 figures.)
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 74
– Name: DateEntry
  Label: Entry Date
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  Data: 2011
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  Label: Accession Number
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  Data: EJ910426
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        Value: 10.1037/a0019465
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      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Reading Difficulties
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      – SubjectFull: Reading Fluency
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