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Decoding and Comprehension Skills in Turkish and English: Effects of the Regularity of Grapheme-Phoneme Correspondences.
Peer reviewed Peer reviewed
Oney, Banu; Goldman, Susan R. – Journal of Educational Psychology, 1984
Decoding and comprehension skills were assessed for Turkish and American first and third graders. Twenty students in each group were tested on a pseudoword vocalization task and on a paragraph comprehension task. The data suggest that languages with more regular letter-sound correspondences lead to faster acquisition of decoding skills. (Author/BS)
Descriptors: Age Differences, Analysis of Variance, Beginning Reading, Cross Cultural Studies
A Cross-Linguistic Comparison of Phonological Awareness and Word Recognition in Turkish and English.
Peer reviewed Peer reviewed
Oktay, Ayla; Aktan, Ebru – International Journal of Early Years Education, 2002
Compared speech of kindergartners and first-graders from Turkey and America to investigate how characteristics of their spoken languages affect development of phonological awareness and how the relationship between spoken language and orthography affect phonological awareness and word recognition. Results suggest that characteristics of a spoken…
Descriptors: Contrastive Linguistics, Cross Cultural Studies, Cultural Differences, Decoding (Reading)
Beginning To Read in Turkish: A Phonologically Transparent Orthography.
Peer reviewed Peer reviewed
Oney, Banu; Durgunoglu, Aydin Yucesan – Applied Psycholinguistics, 1997
Investigates early literacy acquisition in Turkish with its phonologically transparent orthography and regular letter-sound correspondences. Findings reveal that such orthography fosters the early development of word recognition skills and that phonological awareness contributes to word recognition in the early stages of reading acquisition. (33…
Descriptors: Child Language, Decoding (Reading), Elementary Education, Elementary School Students