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Direct linkOuellette, Gene; Fraser, Jillian R. – Journal of Experimental Child Psychology, 2009
This study investigated whether semantic information presented along with novel printed nonwords facilitates orthographic learning and examined predictors of individual differences in this important literacy skill. A sample of 35 fourth graders was tested on a variety of language and literacy tests, and participants were then exposed to 10 target…
Descriptors: Phonology, Semantics, Grade 4, Literacy
Caravolas, Marketa; Volin, Jan; Hulme, Charles – Journal of Experimental Child Psychology, 2005
Two studies investigated the importance of phoneme awareness relative to other predictors in the development of reading and spelling among children learning a consistent orthography (Czech) and an inconsistent orthography (English). In Study 1, structural equation models revealed that Czech (n=107) and English (n=71) data were fitted well by the…
Descriptors: Phonemes, Structural Equation Models, Slavic Languages, Spelling
Nikolopoulos, Dimitris; Goulandris, Nata; Hulme, Charles; Snowling, Margaret J. – Journal of Experimental Child Psychology, 2006
We conducted a longitudinal study examining the role of phonemic awareness, phonological processing, and grammatical skills in the development of reading and spelling abilities in Greek. A battery of cognitive, linguistic, and literacy tasks was administered to 131 primary school children (65 7-year-olds and 66 9-year-olds) and was repeated in the…
Descriptors: Greek, Longitudinal Studies, Phonemes, Reading Skills
