Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-22T23:31:01.107Z Has data issue: false hasContentIssue false
  • English
  • Français

Phonological awareness in illterates: Observations from Serbo-Croatian

Published online by Cambridge University Press:  28 November 2008

Katerina Lukatela ,
Claudia Carello ,
Donald Shankweiler  and
Isabelle Y. Liberman
Katerina Lukatela*
Affiliation:
University of Connecticut, Haskins Laboratory
Claudia Carello
Affiliation:
University of Connecticut, Haskins Laboratory
Donald Shankweiler
Affiliation:
University of Connecticut, Haskins Laboratory
Isabelle Y. Liberman
Affiliation:
University of Connecticut, Haskins Laboratory
*
Katerina Lukatela, Haskins Labortories, 270 Grown Street, New Haven, CT 06511-6695
Get access Rights & Permissions [Opens in a new window]

Abstract

ABSTRACT

Adult illiterate and semiliterate speakers of Serbo-Croatian were assessed on reading, writing, phonological, and control tasks. Most subjects had acquired measurable literacy skills despite a documented lack of formal instruction. The individual differences in these skills were highly specific. They were related to measures of phoneme segmentation and alphabet knowledge, but only weakly related to general cognitive abilities. Three groups, categorized with respect to the subjects' ability to identify the letters of their Cyrillic alphabet, differed on phoneme deletion and phoneme-counting tasks, but not on syllable-counting, picture vocabulary, or tone-counting tasks. Alphabet knowledge was more tightly coupled with phoneme awareness than has been found in speakers of English. Cross-language similarities and differences are discussed, highlighting the role that phonological transparency of the orthography may play in the acquisition of literacy.

Type
Articles
Information
Applied Psycholinguistics , Volume 16 , Issue 4 , October 1995 , pp. 463 - 488
Copyright
Copyright © Cambridge University Press 1995

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baddeley, A. D. (1966). Short-term memory for word sequences as a function of acoustic, semantic and formal similarity. Quarterly Journal of Experimental Psychology, 18, 362–365.CrossRefGoogle ScholarPubMed
Ball, E. W., & Blachman, B. A. (1991). Does phonological awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66.Google Scholar
Bradley, L., & Bryant, P. (1983). Categorising sounds and learning to read: A causal connection. Nature, 301, 419–421.Google Scholar
Bryant, P., MacLean, M., & Bradley, L. (1990). Rhyme, language, and children's reading. Applied Psycholinguistics, 11, 237–252.Google Scholar
Bryant, P., MacLean, M., Bradley, L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429–438.Google Scholar
Byrne, B. (1990). Experimental analysis of the child's discovery of the alphabetic principle. In Rieben, L. & Perfetti, C. A. (Eds.), Learning to read: Basic research and its implications. Hillsdale, NJ: Erlbaum.Google Scholar
Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81, 313–321.Google Scholar
Byrne, B., (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451–455.Google Scholar
Byrne, B. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up, and a new preschool trial. Journal of Educational Psychology, 87, 488–503.Google Scholar
Carello, C., Turvey, M. T., & Lukatela, G. (1992). Can theories of word recognition remain stubbornly nonphonological? In Frost, R. & Katz, L. (Eds.), Orthography, morphology, phonology, and meaning (pp. 211–226). Amsterdam: Elsevier.Google Scholar
Conrad, R. (1972). Speech and reading. In Kavanagh, J. F. & Mattingly, I.G. (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 205–240). Cambridge, MA: MIT Press.Google Scholar
Cossu, G., Shankweiler, D., Liberman, I. Y., & Gugliotta, M. (1995). Visual and phonological determinants of misreadings in a transparent orthography. Reading and Writing: An Interdisciplinary Journal.Google Scholar
Cossu, G., Shankweiler, D., Liberman, I. Y., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1–16.Google Scholar
DeFrancis, J. (1989). Visible speech. Honolulu: University of Hawaii Press.Google Scholar
Ehri, L. C. (1984). How orthography alters spoken language competencies in children learning to read and spell. In Downing, J. & Valtin, R. (Eds.), Language awareness and learning to read (pp. 119–147). New York: Springer Verlag.CrossRefGoogle Scholar
Feldman, L. B., Lukatela, G., & Turvey, M. T. (1985). Effects of phonological ambiguity on beginning readers of Serbo-Croatian. Journal of Experimental Child Psychology, 39, 492–510.Google Scholar
Katz, R. B. (1985). Phonological deficiencies in children with reading disability: Evidence from an object-naming task. Cognition, 22, 225–257.Google Scholar
Liberman, I. Y. (1973). Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society, 23, 65–77.Google Scholar
Liberman, I. Y., Liberman, A. M., Mattingly, I., & Shankweiler, D. (1980). Orthography and the beginning reader. In Kavanagh, J. F. & Venezky, R. (Eds.), Orthography, reading, and dyslexia (pp. 137–153). Baltimore, MD: University Park Press.Google Scholar
Liberman, I. Y., Mann, V. A., Shankweiler, D., & Werfelman, M. (1982). Children's memory for recurring linguistic and nonlinguistic material in relation to reading ability. Cortex, 18, 367–375.Google Scholar
Liberman, I. Y., Rubin, K., Duquès, S., & Carlisle, J. (1985). Linguistic abilities and spelling proficiency in kindergartners and adult poor spellers. In Kavanagh, J. & Gray, D. (Eds.), Biobehavioral measures of dyslexia(pp. 163–176). Parkton, MD:York Press.Google Scholar
Liberman, I. Y., Shankweiler, D. P., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.Google Scholar
Liberman, I. Y., Shankweiler, D. P., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In Shankweiler, D. & Liberman, I. Y. (Eds.), Phonology and reading disability (pp. 1–33). Ann Arbor: University of Michigan Press.Google Scholar
Lukatela, G., & Turvey, M. T. (1990a). Automatic and prelexical computation of phonology in visual word identification. European Journal of Cognitive Psychology, 2, 325–343.Google Scholar
Lukatela, G. & Turvey, M. T. (1990b). Phonemic similarity effects and prelexical phonology. Memory and Cognition, 18, 128–152.CrossRefGoogle ScholarPubMed
Lukatela, G. & Turvey, M. T. (1991). Phonological access of the lexicon: Evidence from associative priming with pseudohomophones. Journal of Experimental Psychology: Human Perception and Performance, 17, 951–966.Google ScholarPubMed
Lundberg, I., Frost, J., & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.Google Scholar
Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.Google Scholar
Mann, V. A. (1984). Longitudinal prediction and prevention of early reading difficulty. Annals of Dyslexia, 34, 117–136.Google Scholar
Mann, V. A. (1986). Why some children encounter reading problems: The contribution of difficulties with language processing and phonological sophistication to early reading disability. In Torgesen, J. & Wong, B. (Eds.), Psychological and educational perspectives on learning disabilities (pp. 133–154). New York: Academic.Google Scholar
Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592–599.Google Scholar
Mann, V. A., Liberman, I. Y., & Shankweiler, D. (1980). Children's memory for sentences and word strings in relation to reading ability. Memory and Cognition, 8, 329–335.Google Scholar
Mattingly, I. G. (1972). Reading, the linguistic process and linguistic awareness. In Kavanagh, J. & Mattingly, I. (Eds.), Language by ear and by eye (pp. 133–147). Cambridge, MA: MIT Press.Google Scholar
Mattingly, I. G. (1980). Reading, linguistic awareness, and language acquisition. Haskins Status Report on Speech Research, SR-61, 135–150.Google Scholar
Mattingly, I. G. (1992). Linguistic awareness and orthographic form. In Frost, R. & Katz, L. (Eds.), Orthography, morphology, phonology, and meaning (pp. 11–26). Amsterdam: Elsevier.Google Scholar
Morais, J., Bertelson, P., Cary, L., & Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45–64.Google Scholar
Morais, J, Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323–331.CrossRefGoogle Scholar
Morais, J., Content, A., Bertelson, P., Cary, L., & Kolinsky, R. (1988). Is there a critical period for the acquisition of segmental analysis? Cognitive Neuropsychology, 5, 347–352.Google Scholar
Read, C., & Ruyter, L. (1985). Reading and spelling skills in adults of low literacy. Reading and Special Education, 6, 43–52.Google Scholar
Read, C., Zhang, Y. F., Nie, H. Y., & Ding, B. Q. (1984). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31–44.Google Scholar
Rosner, J., & Simon, D. (1971). The auditory analysis test: An initial report. Journal of Learning Disabilities. 4, 384–392.Google Scholar
Shankweiler, D., Liberman, I. Y., Mark, L. S., Fowler, C. A., & Fischer, F. W. (1979). The speech code and learning to read. Journal of Experimental Psychology: Human Learning and Memory, 5, 531–545.Google Scholar
Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175–190.Google Scholar
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.CrossRefGoogle Scholar
Wolf, M., & Goodglass, H. (1986). Dyslexia, dysnomia and lexical retrieval: A longitudinal investigation. Brain and Language, 28, 159–168.Google Scholar
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.Google Scholar