Reading and spelling acquisition in Thai children

Reading and spelling acquisition in Thai children Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore, word and nonword lists were developed to examine the acquisition of the complex system of vowels and tone rules in Thai. Reading and spelling of words and nonwords were assessed in 60 Thai children ranging in age from 7 to 9 years 8 months from Grade(s) 1, 2, and 3. A lexicality effect was found for both reading and spelling. Spelling lagged behind reading in the Grade 1 children. Development rapidly increased between the youngest Grade 1 children and the older Grade 2 and 3 children. For word reading there were significantly more lexical errors than phonological errors. Beginning readers appear to predominantly use a larger lexico-syllabic grain size to read Thai. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Reading and spelling acquisition in Thai children

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Publisher
Springer Netherlands
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-009-9194-6
Publisher site
See Article on Publisher Site

Abstract

Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore, word and nonword lists were developed to examine the acquisition of the complex system of vowels and tone rules in Thai. Reading and spelling of words and nonwords were assessed in 60 Thai children ranging in age from 7 to 9 years 8 months from Grade(s) 1, 2, and 3. A lexicality effect was found for both reading and spelling. Spelling lagged behind reading in the Grade 1 children. Development rapidly increased between the youngest Grade 1 children and the older Grade 2 and 3 children. For word reading there were significantly more lexical errors than phonological errors. Beginning readers appear to predominantly use a larger lexico-syllabic grain size to read Thai.

Journal

Reading and WritingSpringer Journals

Published: Jul 24, 2009

References

  • Phonological awareness, spelling and reading abilities in Spanish-speaking children
    Borzone de Manrique, AM; Signorini, A
  • How do the spellings of children with dyslexia compare with those of nondyslexic children?
    Cassar, M; Treiman, R; Moats, L; Pollo, TC; Kessler, B
  • Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics
    Curtin, S; Manis, FR; Seidenberg, MS

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