Learning to Read Greek

Protopapas, Athanassios; Perfetti, Charles A.

doi:10.1017/9781316155752.008

Cited by 29 publications

(21 citation statements)

References 71 publications

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“…Knowledge of the inflectional type is often required for correct spelling of adjective, noun, and verb suffixes [see Protopapas (2017) for more information and references]. Therefore, it seems reasonable to hypothesize that an understanding of morphological processes will be especially beneficial in learning to spell, and particularly useful in spelling the inflectional suffixes (Grigorakis and Manolitsis, 2016).…”

Section: Introductionmentioning

confidence: 99%

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek

et al. 2017

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Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology–orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to increase due to the spelling demands of Greek inflectional and derivational suffixes introduced at later grades.

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Section: Introductionmentioning

confidence: 99%

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek

et al. 2017

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“…Morphology has extensive orthographic consequences insofar as derivational and grammatical suffixes are associated with specific spellings, which also serve to disambiguate homonyms. Knowledge of the inflectional type is often required for correct spelling of adjective, noun, and verb suffixes (Protopapas, Fakou, Drakopoulou, Skaloumbakas, & Mouzaki, ; see Papanastasiou, and Protopapas, , for examples and discussion).…”

Section: Introductionmentioning

confidence: 99%

Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers

Diamanti

Goulandris

Stuart³

et al. 2018

Dyslexia

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In this study, we followed Greek children with and without dyslexia for 18 months, assessing them twice on a battery of phonological, reading, and spelling tasks, aiming to document the relative progress achieved and to uncover any specific effects of dyslexia in the development of reading and spelling beyond the longitudinal associations among variables that are observed in typical readers. A wideranging match was achieved between the dyslexic group and the younger reading-matched comparison group, enabling longitudinal comparisons on essentially identical initial performance profiles.Group differences were found in the development of tasks relying on phonological processing skill, such as phoneme deletion in pseudowords, pseudoword reading accuracy and time, as well as in graphemic spelling accuracy. The results confirm findings from cross-sectional studies of reading difficulty in the relatively transparent Greek orthography and are consistent with a phonological processing deficit underlying and reciprocally interacting with underdevelopment of reading and spelling skills in the impaired population.

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“…The method of reading instruction may also explain the non-significant effects of MA in word reading in transparent orthographies. More specifically, children in Finland and Greece receive phonics instruction to learn to read (e.g., Aro, 2006 ; Protopapas, 2017 ). This may give an unfair advantage to phonological awareness over MA.…”

Section: Introductionmentioning

confidence: 99%

The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek

2017

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The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2–5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development.

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Learning to Read Greek

Cited by 29 publications

References 71 publications

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek

Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers

The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek

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