The effects of syllable-awareness skills on the word-reading performances of students reading in a transparent orthography
Keywords:
Reading, syllable awareness, Word decoding, phonology, Dual-route reading modelAbstract
The present study investigates the effects of syllable awareness on the word-reading process of students reading in a highly transparent orthography (Turkish). The participants were 90 second graders belonging to one of two distinct levels of syllable-awareness skills (50 with poor syllable-awareness skills and 40 with proficient syllable-awareness skills). The students were tested individually, using three computerized paradigms that assessed their syllable-awareness skills and their efficiency at determining the identicalness of real- and pseudo-word pairs. The obtained data were analysed using two different MANOVAs and one-way ANOVAs. Findings from the present study point out that syllable-awareness skills were one of the most important indicators of the word-reading performances of students reading in a transparent orthography. In the discussion section, evidence is discussed on the basis of how syllable-awareness skills have a positive effect on the word-decoding process for a highly transparent orthography, and some practical suggestions are given regarding how teachers can embed these skills in their reading curricula.
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References
Akyol,H., Çakiroğlu, A., & Kuruyer, H.G.(2014). A study on the development of reading skills of the students having difficulty in reading: enrichment reading program. International Electronic Journal of Elementary Education, 6(2), 199-212.
Banguoğlu, T. (1986). Türkçenin Grameri. Ankara: Türk Dil Kurumu Yayınları, 2. Baskı.
Catts, H. W., & Kamhi, A. G. (2005). Language and reading disabilities (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Durgunoğlu, A., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal 11, 281-299.
Durgunoğlu, A., & Öney, B. (2002). Phonological awareness in literacy acquisition: It’s not only for children. Scientific Studies of Reading, 6(3), 245-266.
Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp & P. Tomlinson (Eds.), Learning and teaching reading (pp. 7-28). London: British Journal of Educational Psychology Monograph Series II.
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 393–447.
Faust, M., & Kandelshine-Waldman, O. (2011). The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers. Reading Writing, 24, 545–566. doi 10.1007/s11145-009-9219-1
Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trials. Psychological Bulletin, 123, 71-99.
Frost, R. (2006). Becoming literate in Hebrew: The grain-size hypothesis and Semitic orthographic systems. Developmental Science, 9, 439-440. doi: 10.1111/j.1467-7687.2006.00523.x
Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115.
Gough, P. B., & Tunmer, W.E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
Güldenoğlu, B., Kargın, T., & Miller, P. (2014). İşiten ve işitme engelli okuyucuların kelime işlemleme becerilerinin karşılaştırmalı olarak incelenmesi. Türk Psikoloji Dergisi, 29(73), 18-38.
Güldenoğlu, B., Kargın, T., & Miller, P. (2012). İyi ve zayıf okuyucuların kelime işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 12(4), 2807-2828.
Güzel, R. (1998). Alt özel sınıflardaki öğrencilerin sesli okudukları öyküyü anlama becerilerini kazanmalarında doğrudan öğretim yöntemiyle sunulan bireyselleştirilmiş okuduğunu anlama materyalinin etkililiği. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
Hoover, W. A., & Tunmer, W. E. (1993). The components of reading. In G. B. Thompson, W. E. Tunmer, & T. Nicholson (Eds.), Reading acquisition processes (pp. 1-19). Clevedon, UK: Multilingual Matters.
Hoover, W.A. & Gough, P.B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. New York: Psychological Press.
Kargın, T., Güldenoğlu, B & Miller, P. (2014). İşiten ve işitme engelli okuyucuların harf işlemleme ve kelime işlemleme becerileri arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 14(6), 2213-2238. doi: 10.12738/estp.2014.6.2002
Kargin, T., Guldenoglu, I. B., Miller, P., Hauser, P., Rathmann, C., Kubus, O., & Superegon, E. (2011). Differences in word processing skills of deaf and hearing individuals reading in different orthographies. Journal of Development and Physical Disabilities, 24, 65-83.
Kjeldsen, A., Kärnä, A., Niemi, P., Olofsson A.,& Witting, K. (2014). Gains from training in phonological awareness in kindergarten predict reading comprehension in grade 9. Scientific Studies of Reading, 18(6), 452-467, doi:10.1080/10888438.2014.940080
Lewis. R. B., & Doorlag, D. H. (1983). Teaching special studies in mainstream. Ohio: Charles E. Merill Publishing Company.
Miller, P., Kargın, T. & Guldenoglu, B. (2012). Differences in the reading of shallow and deep orthography: Developmental evidence from Hebrew and Turkish readers. Journal of research in Reading, 00, 1-24. doi:10.1111/j.1467-9817.2012.01540.x
Miller, P. (2004a). Processing of written word and non-word visual information by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 990-1000.
Miller, P. (2004b). Processing of written words by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 979-989.
Miller, P. (2006a). What the processing of real words and pseudo-homophones tell about the development of orthographic knowledge in prelingually deafened individuals. Journal of Deaf Studies and Deaf Education, 11, 21-38.
Miller, P. (2006b). What the visual word recognition skills of prelingually deafened readers tell about their reading comprehension problems. Journal of Development and Physical Disabilities 18, 91-121.
Miller, P. (2005). What the word recognition skills of prelingually deafened readers tell about the roots of dyslexia. Journal of Development & Physical Disabilities, 17, 369-393.
Nation, K. (2005). Children’s reading comprehension difficulties, in: M. J. Snowling & C. Hulme (Eds). The science of reading. Oxford, Blackwell Publishing.
Oney, B., & Goldman, S. (1984). Decoding and comprehension skills in Turkish and English: Effects of regularity of grapheme-phoneme correspondence. Journal of Educational Psychology, 76, 557-568. doi:10.1037/0022-0663.76.4.557
Ott, P. (1997). How to detect and manage dyslexia. A reference and resource manual. London: Heinemann Educational Pub.
Öney, B., & Durgunoglu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
Paap, K. R., & Noel, R. W. (1991). Dual-route models of print to sound: Still a good horse race. Psychological-Research, 53, 13–24.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Peynircioğlu, Z. F., Durgunoğlu, A., & Öney, B. (2002). Phonological awareness and musical aptitude. Journal of Research in Reading, 25, 68-80.
Rakhlin, N., Cardoso-Martins, C., & Grigorenko, E. (2014). Phonemic awareness ıs a more ımportant predictor of orthographic processing than rapid serial naming: evidence from Russian. Scientific Studies of Reading, 18(6), 395-414, doi:10.1080/10888438.2014.918981
Raman, İ. (2006). On the age-of-acquisition effects in word naming and orthographic transparency: Mapping specific or universal? Visiual cognition, 13(7), 1044-1053.
Raman, İ., & Weekes, B. S. (2005). Deep dysgraphia in Turkish. Behavioural Neurology, 16, 59-69.
Raman, İ., Baluch, B., & Besner, D. (2004). On the control of visual word recognition: Changing routes versus changing deadlines. Memory & Cognition, 32(3), 489-500.
Report of the National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Ross, A. O. (1976). Psychological aspects of learning disabilities and reading disorders. NY: MacGraw-Hill Book Company.
Samuels, S. J., & Farstrup, A. (2006). Reading fluency: The forgotten dimension of reading success. Newark: International Reading Association.
Schatschneider, C., Carlson, C., Francis, D., Foorman, B., & Fletcher, J. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35, 245-256, doi:10.1177/002221940203500306.
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
Shaywitz, S., & Shaywitz, B. (2005). Dyslexia (Specific reading disability). Society of Biological Psychiatry, 57, 1301–1309. doi:10.1016/j.biopsych.2005.01.043
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academic Press.
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-61.
Torgesen, J. K. (1999). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning disabilities (pp. 231–262). New Haven: Westview.
Troia, G. (2004). Phonological processing and its influence on literacy learning. In C. Stone, E. Silliman, B. Ehren, & K. Appel (Eds.), Handbook of language and literacy: Development and disorders (pp. 271–301). New York: Guilford.
Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. doi: 10.1007/s11145-007-9108-4.
Tunmer, W., & Greaney, K. (2010). Defining dyslexia. Journal of Learning Disabilities, 43(3), 229-243. doi:10.1177/0022219409345009
Vaughn, S., Linan-Thompson, S., & Hickman-Davis, P. (2003). Response to treatment as a means for identifying students with reading/ learning disabilities. Exceptional Children, 69(4), 391–410.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45, 2–40.
Wright, J., & Jacobs, B. (2003). Phonological awareness and metacognitive strategies to children with reading difficulties: A comparison of two instructional methods. Educational Psychology, 18, 253-274.
Banguoğlu, T. (1986). Türkçenin Grameri. Ankara: Türk Dil Kurumu Yayınları, 2. Baskı.
Catts, H. W., & Kamhi, A. G. (2005). Language and reading disabilities (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Durgunoğlu, A., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal 11, 281-299.
Durgunoğlu, A., & Öney, B. (2002). Phonological awareness in literacy acquisition: It’s not only for children. Scientific Studies of Reading, 6(3), 245-266.
Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp & P. Tomlinson (Eds.), Learning and teaching reading (pp. 7-28). London: British Journal of Educational Psychology Monograph Series II.
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 393–447.
Faust, M., & Kandelshine-Waldman, O. (2011). The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers. Reading Writing, 24, 545–566. doi 10.1007/s11145-009-9219-1
Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trials. Psychological Bulletin, 123, 71-99.
Frost, R. (2006). Becoming literate in Hebrew: The grain-size hypothesis and Semitic orthographic systems. Developmental Science, 9, 439-440. doi: 10.1111/j.1467-7687.2006.00523.x
Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115.
Gough, P. B., & Tunmer, W.E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
Güldenoğlu, B., Kargın, T., & Miller, P. (2014). İşiten ve işitme engelli okuyucuların kelime işlemleme becerilerinin karşılaştırmalı olarak incelenmesi. Türk Psikoloji Dergisi, 29(73), 18-38.
Güldenoğlu, B., Kargın, T., & Miller, P. (2012). İyi ve zayıf okuyucuların kelime işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 12(4), 2807-2828.
Güzel, R. (1998). Alt özel sınıflardaki öğrencilerin sesli okudukları öyküyü anlama becerilerini kazanmalarında doğrudan öğretim yöntemiyle sunulan bireyselleştirilmiş okuduğunu anlama materyalinin etkililiği. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
Hoover, W. A., & Tunmer, W. E. (1993). The components of reading. In G. B. Thompson, W. E. Tunmer, & T. Nicholson (Eds.), Reading acquisition processes (pp. 1-19). Clevedon, UK: Multilingual Matters.
Hoover, W.A. & Gough, P.B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. New York: Psychological Press.
Kargın, T., Güldenoğlu, B & Miller, P. (2014). İşiten ve işitme engelli okuyucuların harf işlemleme ve kelime işlemleme becerileri arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 14(6), 2213-2238. doi: 10.12738/estp.2014.6.2002
Kargin, T., Guldenoglu, I. B., Miller, P., Hauser, P., Rathmann, C., Kubus, O., & Superegon, E. (2011). Differences in word processing skills of deaf and hearing individuals reading in different orthographies. Journal of Development and Physical Disabilities, 24, 65-83.
Kjeldsen, A., Kärnä, A., Niemi, P., Olofsson A.,& Witting, K. (2014). Gains from training in phonological awareness in kindergarten predict reading comprehension in grade 9. Scientific Studies of Reading, 18(6), 452-467, doi:10.1080/10888438.2014.940080
Lewis. R. B., & Doorlag, D. H. (1983). Teaching special studies in mainstream. Ohio: Charles E. Merill Publishing Company.
Miller, P., Kargın, T. & Guldenoglu, B. (2012). Differences in the reading of shallow and deep orthography: Developmental evidence from Hebrew and Turkish readers. Journal of research in Reading, 00, 1-24. doi:10.1111/j.1467-9817.2012.01540.x
Miller, P. (2004a). Processing of written word and non-word visual information by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 990-1000.
Miller, P. (2004b). Processing of written words by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 979-989.
Miller, P. (2006a). What the processing of real words and pseudo-homophones tell about the development of orthographic knowledge in prelingually deafened individuals. Journal of Deaf Studies and Deaf Education, 11, 21-38.
Miller, P. (2006b). What the visual word recognition skills of prelingually deafened readers tell about their reading comprehension problems. Journal of Development and Physical Disabilities 18, 91-121.
Miller, P. (2005). What the word recognition skills of prelingually deafened readers tell about the roots of dyslexia. Journal of Development & Physical Disabilities, 17, 369-393.
Nation, K. (2005). Children’s reading comprehension difficulties, in: M. J. Snowling & C. Hulme (Eds). The science of reading. Oxford, Blackwell Publishing.
Oney, B., & Goldman, S. (1984). Decoding and comprehension skills in Turkish and English: Effects of regularity of grapheme-phoneme correspondence. Journal of Educational Psychology, 76, 557-568. doi:10.1037/0022-0663.76.4.557
Ott, P. (1997). How to detect and manage dyslexia. A reference and resource manual. London: Heinemann Educational Pub.
Öney, B., & Durgunoglu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
Paap, K. R., & Noel, R. W. (1991). Dual-route models of print to sound: Still a good horse race. Psychological-Research, 53, 13–24.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Peynircioğlu, Z. F., Durgunoğlu, A., & Öney, B. (2002). Phonological awareness and musical aptitude. Journal of Research in Reading, 25, 68-80.
Rakhlin, N., Cardoso-Martins, C., & Grigorenko, E. (2014). Phonemic awareness ıs a more ımportant predictor of orthographic processing than rapid serial naming: evidence from Russian. Scientific Studies of Reading, 18(6), 395-414, doi:10.1080/10888438.2014.918981
Raman, İ. (2006). On the age-of-acquisition effects in word naming and orthographic transparency: Mapping specific or universal? Visiual cognition, 13(7), 1044-1053.
Raman, İ., & Weekes, B. S. (2005). Deep dysgraphia in Turkish. Behavioural Neurology, 16, 59-69.
Raman, İ., Baluch, B., & Besner, D. (2004). On the control of visual word recognition: Changing routes versus changing deadlines. Memory & Cognition, 32(3), 489-500.
Report of the National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Ross, A. O. (1976). Psychological aspects of learning disabilities and reading disorders. NY: MacGraw-Hill Book Company.
Samuels, S. J., & Farstrup, A. (2006). Reading fluency: The forgotten dimension of reading success. Newark: International Reading Association.
Schatschneider, C., Carlson, C., Francis, D., Foorman, B., & Fletcher, J. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35, 245-256, doi:10.1177/002221940203500306.
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
Shaywitz, S., & Shaywitz, B. (2005). Dyslexia (Specific reading disability). Society of Biological Psychiatry, 57, 1301–1309. doi:10.1016/j.biopsych.2005.01.043
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academic Press.
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-61.
Torgesen, J. K. (1999). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning disabilities (pp. 231–262). New Haven: Westview.
Troia, G. (2004). Phonological processing and its influence on literacy learning. In C. Stone, E. Silliman, B. Ehren, & K. Appel (Eds.), Handbook of language and literacy: Development and disorders (pp. 271–301). New York: Guilford.
Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. doi: 10.1007/s11145-007-9108-4.
Tunmer, W., & Greaney, K. (2010). Defining dyslexia. Journal of Learning Disabilities, 43(3), 229-243. doi:10.1177/0022219409345009
Vaughn, S., Linan-Thompson, S., & Hickman-Davis, P. (2003). Response to treatment as a means for identifying students with reading/ learning disabilities. Exceptional Children, 69(4), 391–410.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45, 2–40.
Wright, J., & Jacobs, B. (2003). Phonological awareness and metacognitive strategies to children with reading difficulties: A comparison of two instructional methods. Educational Psychology, 18, 253-274.
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Published
2017-08-22
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Güldenoğlu, B. (2017). The effects of syllable-awareness skills on the word-reading performances of students reading in a transparent orthography. International Electronic Journal of Elementary Education, 8(3), 425–442. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/123
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