Reading and spelling acquisition in European Portuguese: A preliminary study

Sandra Fernandes; Paulo Ventura; Luís Querido; José Morais

doi:10.1007/s11145-007-9093-7

Reading and spelling acquisition in European Portuguese: A preliminary study

Sandra Fernandes, Paulo Ventura, Luís Querido, José Morais

Research output: Contribution to journal › Article › peer-review

34 Citations (Scopus)

Abstract

We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects, indicating that these children relied on grapheme-phoneme conversion. The lexicality effect found in spelling, in June, suggest that by the end of first grade these children had begun to construct an orthographic lexicon. However, lexical addressing is not inconsistent with phonological mediation as regularization errors increased between the sessions. Additionally, the previously reported similarity in global performance of Portuguese and French beginning readers may conceal processing differences that are related to specific characteristics of the corresponding orthographic codes.

Original language	English
Pages (from-to)	805-821
Number of pages	17
Journal	Reading and Writing
Volume	21
Issue number	8
DOIs	https://doi.org/10.1007/s11145-007-9093-7
Publication status	Published - Nov 2008
Externally published	Yes

Keywords

Frequency effects
Graphemic complexity effects
Lexicality effects
Phonological and orthographic abilities
Reading and spelling acquisition
Regularity effects

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/s11145-007-9093-7

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title = "Reading and spelling acquisition in European Portuguese: A preliminary study",

abstract = "We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects, indicating that these children relied on grapheme-phoneme conversion. The lexicality effect found in spelling, in June, suggest that by the end of first grade these children had begun to construct an orthographic lexicon. However, lexical addressing is not inconsistent with phonological mediation as regularization errors increased between the sessions. Additionally, the previously reported similarity in global performance of Portuguese and French beginning readers may conceal processing differences that are related to specific characteristics of the corresponding orthographic codes.",

keywords = "Frequency effects, Graphemic complexity effects, Lexicality effects, Phonological and orthographic abilities, Reading and spelling acquisition, Regularity effects",

author = "Sandra Fernandes and Paulo Ventura and Lu{\'i}s Querido and Jos{\'e} Morais",

note = "Funding Information: orthography”). It was also supported by Centro de Psicologia Cl{\'i}nica e Experimental––Desenvolvimento, Cognic¸{\~a}o e Personalidade of the Universidade de Lisboa, Portugal. We thank the board of Col{\'e}gio S{\~a}o Jo{\~a}o de Brito, Lisboa, Father Jorge Sena, Dr. Joana Mendes and Dr. Domingos Machado for providing the appropriate conditions to the achievement of this study. We would also like to thank the anonymous Reviewers for their very helpful comments on a previous version of this manuscript. Funding Information: Acknowledgements Preparation of this article was supported by a joint grant of Fundac¸{\~a}o para a Ci{\^e}ncia e a Tecnologia––Minist{\'e}rio da Ci{\^e}ncia, Tecnologia e Ensino Superior––and European Community FEDER funding (Project POCI/PSI/56901/2004, “Visual phonology and auditory",

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doi = "10.1007/s11145-007-9093-7",

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Reading and spelling acquisition in European Portuguese: A preliminary study

Abstract

Keywords

UN SDGs

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