We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also…

We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children…