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Direct linkSargiani, Renan de Almeida; Ehri, Linnea C.; Maluf, Maria Regina – Reading Research Quarterly, 2022
In this experiment, we examined whether beginning readers benefit more from grapheme-phoneme decoding (GPD) than from whole-syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese-speaking first graders (M age = 6 years 1 month) who knew letter names but could not read or write words were randomly…
Descriptors: Foreign Countries, Beginning Reading, Reading Instruction, Decoding (Reading)
Duncan, Lynne G.; Castro, Sao Luis; Defior, Sylvia; Seymour, Philip H. K.; Baillie, Sheila; Leybaert, Jacqueline; Mousty, Philippe; Genard, Nathalie; Sarris, Menelaos; Porpodas, Costas D.; Lund, Rannveig; Sigurosson, Baldur; Prainsdottir, Anna S.; Sucena, Ana; Serrano, Francisca – Cognition, 2013
Phonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study…
Descriptors: Phonology, Language Acquisition, Native Language, Literacy
Peer reviewedDe Abreu, Monica Dourado; Cardoso-Martins, Claudia – Reading and Writing: An Interdisciplinary Journal, 1998
Examines whether letter-name knowledge facilitates learning spellings in which the names of one or more letters can be heard in the pronunciation of the words. Results suggest preschool Portuguese children who know the names of the letters can learn to read by processing letter-sound relations in words; however, children may not use this mechanism…
Descriptors: Beginning Reading, Foreign Countries, Language Processing, Phoneme Grapheme Correspondence
