The effect of oral and written language input on children's phonological awareness: a cross-linguistic study

Article Abstract:

A study was conducted on the influence of variations in written and oral linguistic input on phonological awareness (PA) in Czech- and English-speaking children. These languages were chosen on account of their contrasting syllable structure and orthographic depth. As hypothesized, Czech children were found to have a higher awareness for complex onsets and have better spelling skills after completing grade one compared with English-speaking children. Results also revealed, however, that English children possess better simple onset awareness in one oral task. These suggest that phonological and orthographic input can affect PA development.

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Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development

Article Abstract:

Children's sensitivity to spelling consistency, and lexical and sublexical frequency and their use of explicitly learned canonical vowel graphemes in the early stages of learning to spell is studied. Young children are sensitive to various statistical properties of the orthography from the earliest phase of spelling development and, to the unconditional consistency of the vowel-spelling pattern.

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Vowel categorization skill and its relationship to early literacy skills among first-grade Quebec-French children

Article Abstract:

Six-year old children were tested for their ability to categorize words on the basis of vowel categories.

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