A cross-orthographic view of dyslexia identification

Moore, Karol A.; Lai, Jialin; Quinonez-Beltran, Juan F.; Wijekumar, Kausalai; Joshi, R. Malatesha

doi:10.1007/s41809-023-00128-0

Cited by 3 publications

(6 citation statements)

References 139 publications

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“…Although languages have different writing systems that vary according to speech and the way meaning is represented (Seymour, 2006), it is seen that both dimensions of orthographic awareness skill are widely evaluated with the methods mentioned above. However, based on the orthographic depth hypothesis (Frost et al, 1987;Moore et al, 2023), studies conducted in the context of languages with transparent (shallow) orthography (Finnish, Serbo-Croatian, Spanish, Italian) cannot be generalized to Turkish because each language has its own structure and rules (Demir, 2019;Karahan, 2020). Although measurement tools specific to different languages have been developed for orthographic awareness, no structured test has been found for this skill, which is an important variable affecting reading comprehension skills in the context of Turkish language and specifically for primary school children.…”

Section: Destek Ve Teşekkürmentioning

confidence: 99%

“…Her ne kadar dillerin konuşmaya ve anlamın temsil edilme biçimlerine göre değişen farklı yazı sistemleri olsa da (Seymour, 2006) ortografik farkındalık becerisinin her iki boyutunun da yaygın bir şekilde yukarıda ifade edilen yöntemlerle değerlendirildiği görülmektedir. Ancak ortografik derinlik hipotezi temelinde (Frost, Katz ve Bentin, 1987;Moore, Lai, Quinonez-Beltran, Wijekumar ve Joshi, 2023), transparan (şeffaf) ortografiye sahip diller (Fince, Sırp-Hırvatça, İspanyolca, İtalyanca) bağlamında yapılan çalışmalar Türkçeye genellenemez. Çünkü her dilin kendine özgü yapısı ve kuralları mevcuttur (Demir, 2019;Karahan, 2020).…”

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Development of Word-Specific Orthographic Awareness Test: A Study of Validity and Reliability

YILDIRIM,

GÖK

2024

Ana Dili Eğitimi Dergisi

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Çalışmanın amacı kelime tanıma, akıcı okuma ve okuduğunu anlama becerilerini etkileyen önemli bir değişken olan ortografik farkındalığın ilkokul düzeyinde ve Türkçe bağlamında yapılandırılmış bir testini geliştirmektir. Bu amaç doğrultusunda kelime düzeyinde ortografik farkındalık testi geliştirilmeye çalışılmıştır. Testin geliştirilme sürecinde test maddelerinin yazılması, pilot uygulamalar yapılması, madde analizi, geçerlilik ve güvenirlik çalışmaları işlem basamakları olarak takip edilmiş ve sunulmuştur. Araştırmanın çalışma grubunu Manisa ili Şehzadeler ilçesinde bulunan bir devlet okulunun üç 3. sınıf şubesi (N=111) oluşturmuştur. Çalışmada veri toplama aracı olarak Kelime Düzeyinde Ortografik Farkındalık Testi kullanılmıştır. Bu testin uygulama formunda toplam 40 madde yer almıştır. Çalışmada elde edilen veriler önce Microsoft Excel programına girilmiştir. Daha sonra veriler IBM SPSS ve Jamovi programlarına aktarılmıştır. Elde edilen veriler üzerinde madde ve güvenirlilik analizleri gerçekleştirilmiştir. Yapılan madde güçlük ve ayırt edicilik indekslerine ilişkin hesaplamalar ve güvenirlik analizleri sonucunda, geliştirilen kelime düzeyinde ortografik farkındalık testinin ilkokul düzeyinde okuma becerisi ve ilişkili bilişsel yapıları daha nitelikli bir şekilde değerlendirilebilecek güvenilir ve geçerli bir test olduğu ortaya konulmuştur.

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Section: Destek Ve Teşekkürmentioning

confidence: 99%

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Development of Word-Specific Orthographic Awareness Test: A Study of Validity and Reliability

YILDIRIM,

GÖK

2024

Ana Dili Eğitimi Dergisi

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“…The result of this debate led researchers to explore the similarities and differences in reading processes between orthographies. Recent reviews (Daniels & Share, 2018;Li et al, 2022;Moore et al, 2023;Verhoeven & Perfetti, 2022) have attempted to integrate findings related to literacy across various writing systems (including alphabetic and non-alphabetic), highlighting patterns that are universal or unique to specific orthographies and writing systems. Li et al (2022) reviewed findings about the mechanisms behind reading processes.…”

Section: Universalities and Specificities Of Literacy Acquisition Acr...mentioning

confidence: 99%

“…On the other hand, processing abugidas involves holistic processing of a consonant-/a/ unit and diacritics that may denote a phoneme. The abugidic writing system is sometimes named alphasyllabic (e.g., Moore et al, 2023;Verhoeven & Perfetti, 2022), emphasizing the unique non-linearity in phoneme arrangement. Considering that orthographies like Korean Hangul are also considered alphasyllabic (Pae, 2011) but do not have an inherent vowel sound within a consonant symbol, the current review distinguishes the abugidic writing system from the alphasyllabic writing system, identifying it as a distinct writing system sharing similarities with the alphasyllabic writing system (Share & Daniels, 2016).…”

Section: Abugidic Writing Systemmentioning

confidence: 99%

“…Understanding literacy acquisition in Abugida orthographies can deepen our understanding of the universals and specifics of literacy development. Recent reviews (Joshi et al, 2017;Joshi & McBride, 2019a;Moore et al, 2023;Nag, 2022) mainly focused on Indic scripts (e.g., Tamil, Kannada). Other orthographies that use the abugidic writing system (e.g., Thai, Tibetan, Ge'ez) have not yet been considered despite an emerging research interest.…”

Section: Introductionmentioning

confidence: 99%

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A Bigger Picture of Early Literacy and Biliteracy Acquisition in Abugidas: Perspectives from Asian and African Languages

Lai,

Quinonez‐Beltran,

Joshi

2024

Reading Research Quarterly

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With the overwhelming “Anglocentric” or “alphabetocentric” science of reading, the current review aimed to add to the science of reading acquisition from the perspective of abugidic writing system, distinct from the well‐research alphabetic writing system in multiple dimensions of orthographic complexity, as proposed by Daniels and Share (2018), such as linguistic distance, spatial arrangement and non‐linearity, and omission of phonological elements. Abugidic writing system is featured with scripts where each base consonant symbol denotes a consonant with an inherent vowel (/a/) and has billions of users in south Asia (e.g., India, Nepal, Sri Lanka), southeast Asia (e.g., Thailand, Laos, Cambodia), east Asia (parts of China) and Africa (Ethiopia and Eritrea). The current review describes the orthographic feature of Indic (Brahmi‐derived) and Ethiopic (Ge‘ez) scripts within the abugidic writing system and synthesizes existing findings on the literacy acquisition patterns specific to each script. Further, we elaborate on the multilingual and biscriptal language and literacy environment featured with the abugida‐writing societies and discuss the theoretical implication for considering multilingualism and biscriptality as an inseparable sociolinguistic factor when understanding the literacy acquisition of the abugidic writing system in particular and literacy in general.

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Developmental dyslexia and culture: the impact of writing system and orthography

Lachmann,

Bergström

2023

J Cult Cogn Sci

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Developmental dyslexia is recognized worldwide. However, there are cultural differences between countries in dyslexia-related issues, including assessment practices and intervention. Language and orthography are essential cultural factors that influence both literacy acquisition and the possible manifestation of developmental dyslexia. These differences in orthographies impose different culturally specific demands on cognitive processes involved in reading acquisition and performance. This special issue focuses on the current research on different writing systems and orthographies and on the theoretical perspectives arising from findings from different orthographies. Thereby, the impact of writing systems and orthographies (e.g., English, Italian, Japanese, Portuguese, Chinese, Bahasa Melayu/Malaysian and braille script) on unimpaired and impaired reading acquisition is considered with regard to the following literacy-relevant issues: (1) the assessment of reading skills and reading-relevant cognitive functions, (2) neurobiological findings and (3) intervention. The findings and theoretical perspectives are discussed within the Multiple-level Framework of Developmental Dyslexia, which is described in detail in a contribution of the special issue.

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A cross-orthographic view of dyslexia identification

Cited by 3 publications

References 139 publications

Development of Word-Specific Orthographic Awareness Test: A Study of Validity and Reliability

Development of Word-Specific Orthographic Awareness Test: A Study of Validity and Reliability

A Bigger Picture of Early Literacy and Biliteracy Acquisition in Abugidas: Perspectives from Asian and African Languages

Developmental dyslexia and culture: the impact of writing system and orthography

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