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Marinus, Eva; Kezilas, Yvette; Kohnen, Saskia; Robidoux, Serje; Castles, Anne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1-6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a…
Descriptors: Alphabets, Elementary School Students, Grade 1, Grade 2
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Asfaha, Yonas Mesfun; Kurvers, Jeanne; Kroon, Sjaak – Applied Psycholinguistics, 2009
The study investigated reading in four African languages that use either syllabic Ge'ez (Tigrinya and Tigre languages) or alphabetic Latin scripts (Kunama and Saho). A sample of 385 Grade 1 children were given letter knowledge, word reading, and spelling tasks to investigate differences at the script and language levels. Results showed that the…
Descriptors: Foreign Countries, African Languages, Reading Instruction, Syllables
FOLTA, BERNARR – 1968
THE PURPOSE OF THIS STUDY WAS TO COMPARE SENTENCE-COMBINING TECHNIQUES OF PUPILS USING THE INITIAL TEACHING ALPHABET (I.T.A.) WITH THE TECHNIQUES OF PUPILS USING TRADITIONAL ORTHOGRAPHY (T.O.). THE INVESTIGATION CONSIDERED--(1) WHETHER I.T.A. PROVIDES A LINGUISTIC ADVANTAGE IN THE WAY PUPILS ADD GRAMMATICALLY TO THEIR SENTENCES, (2) WHETHER THERE…
Descriptors: Alphabets, Comparative Analysis, Conventional Instruction, Elementary Education