The effects of spelling consistency on phonological awareness: A comparison of English and German |
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| Institution: | 1. Faculty of Education, University of Cambridge, Cambridge CB2 2PQ, UK;2. CNRS and Université de Provence, 13331 Marseille, Cedex 3, France;3. Department of Languages/Finnish, University of Jyvaskyla, FIN-40014 Jyvaskyla, Finland;1. Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway;2. Division of Psychiatry, Haukeland University Hospital, Bergen, Norway;3. Department of Radiology, Haukeland University Hospital, Bergen, Norway;4. Department of Clinical Engineering, Haukeland University Hospital, Bergen, Norway;1. Institute of Psychology, University of Graz, 8010 Graz, Austria;2. Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU Munich, 80336 Munich, Germany;3. Knowledge Media Research Center, 72076 Tübingen, Germany;1. University of California, San Francisco, Department of Psychiatry and Weill Institute for Neurosciences, 401 Parnassus Ave., San Francisco, CA 94143, USA;2. KU Leuven, Department of Psychology and Educational Science, L. Vanderkelenstraat 32, Leuven, Belgium;3. Haskins Laboratories, 300 George St. #900, New Haven, CT 06511, USA;4. Keio University, School of Medicine, Department of Neuropsychiatry, 35 Shinanomachi, Shinjuku-ku, Tokyo 160-8582, Japan;5. Northwestern University, Roxelyn & Richard Pepper Department of Communication Sciences and Disorders, 2240 Campus Dr., Evanston, IL 60208, USA;1. Wayne State University, Detroit, MI, USA;2. Yale University, New Haven, CT, USA;3. Pace University, New York, NY, USA;4. Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil;5. St. Petersburg State Pediatric Medical Academy, St. Petersburg, Russia;6. University of Houston, Houston, TX, USA;7. St. Petersburg State University, St. Petersburg, Russia;1. Laboratoire de Sciences Cognitives et Psycholinguistique, Département d''Etudes Cognitives, Ecole Normale Supérieure, EHESS, CNRS, PSL University Paris, France;2. BCBL, Basque Center on Cognition, Brain and Language, Donostia/San Sebastian, Spain;3. Cognitive Neuroimaging Unit, CEA, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin Center Gif/Yvette, France;4. Laboratoire de Psychologie Cognitive UMR7290, Université Aix-Marseille. 3, Marseille, France;5. Institut du Cerveau et de la Moelle épinière, Institut National de la Santé et de la Recherche Médicale, Sorbonne Université, Paris, France |
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| Abstract: | Within alphabetic languages, spelling-to-sound consistency can differ dramatically. For example, English and German are very similar in their phonological and orthographic structure but not in their consistency. In English the letter a is pronounced differently in the words bank, ball, and park, whereas in German the letter a always has the same pronunciation (e.g., Ball, Park, Bank). It is often argued that reading acquisition has a reciprocal effect on phonological awareness. As reading is acquired, therefore, spoken language representation may be affected differently for English and German children. Prior to literacy acquisition, however, phonological representation in English and German children should be similar due to the similar phonological structure of the two languages. We explored this hypothesis by comparing phonological awareness at the rime and phoneme levels in prereaders and beginning readers in English and German. Similar developmental effects were indeed observed in prereaders, but differential effects had emerged within the first year of reading instruction. |
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