Naslov
The role of orthography in early reading acquisition in children with SLI: Crosslinguistic study.

Autori
Zaretsky, Elena ; Kuvač Kraljević, Jelena

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Skup
Eighteenth Annual Meeting Society for the Scientific Study of Reading

Mjesto i datum
Sjedinjene Američke Države, 13.07.2011. - 16.07.2011

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
reading development; SLI; Orthographic Depth Hypothesis

Sažetak
Purpose: The purpose of this study was to investigate early reading development among children with specific language impairment (SLI) as a factor of orthography (shallow vs. deep), examining the interaction between oral language- (lexicon, morphosyntax, semantics) and code-related (phonological awareness and verbal working memory) components considered to be influential in reading acquisition in view of the orthographic depth hypothesis (Katz & Frost, 1992). Method: 30 kindergartners (15 English- and 15 Croatian-speakers) were assessed on measures of PA, VWM, vocabulary, alphabet knowledge, decoding, sight word recognition and spelling. ANOVAs, regression and correlation analyses were utilized to identify the interaction between and predictive power of code- and oral language-related skills on early reading as a factor of orthography. Results: Children with SLI showed similar code- and oral language-related profiles, suggesting that core deficits are the same in this population regardless of the orthography. However, significant differences were found in the predictive nature of code- and oral language-related components on early decoding and encoding skills, similar to that of typically developing (TD) counterparts from the same linguistic backgrounds. Conclusion: The results confirm that while children with SLI from different linguistic backgrounds have similar language and cognitive profiles, the nature of the orthography dictates the use of reading pre-requisite in the early stages of reading acquisition. This finding supports previous research with typically developing children (Zaretsky, Kuvac, Core & Lancek, 2009) that exposure to languages with shallow orthography and rich phonological composition puts emphasis on different distribution of factors influencing early reading acquisition.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA