276 ESTHER GEVA within-orthography processes in reading, researchers tend to focus on single- morpheme words. However, this collection includes three studies which addressed the effects of morphemic complexity on basic reading processes. The ﬁrst article by Durgonoglu and Oney asks how Turkish children’s understanding of the internal structure of spoken words might be inﬂuenced by aspects of phonetic complexity at the syllabic level, as well as by changes to the internal structure of spoken Turkish words as a result of the requirement to attend to vowel harmony restrictions. The latter entails constant monitoring and manipulation of subword linguistic units. Turkish words are also made more complex morphemically due to ‘post-inﬂections’. Based on compari- sons of young American and Turkish children, these researchers conclude that cross-linguistic differences in how phonological awareness develops in young children reﬂect the characteristics of such spoken language parameters. In two other studies in this collection the effects of orthographic and morpho-syntactic manipulations on Hebrew text reading in Israeli school children (Shimron) and of orthographic and morpho-syntactic manipulations to Hebrew ‘word’ reading in adult L2 learners (Wade-Woolley & Geva) were targeted. These Hebrew-based studies provide compelling evidence that, in spite of obvious methodological advantages associated with
Reading and Writing – Springer Journals
Published: Oct 15, 2004
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