Markéta Caravolas|Arne Lervåg|Sylvia Defior|Gabriela Seidlová Málková|Charles Hulme
Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies
Bangor University|University of Oslo|Universidad de Granada|Charles University|University College London
alphabetic orthographies use letters printed words represent phonemes spoken words differ consistency relationship letters phonemes english appears least consistent alphabetic orthography phonologically consequently children learn read slowly english languages consistent orthographies article report first longitudinal evidence growth reading skills slower follows different trajectory english two much consistent orthographies spanish czech nevertheless phoneme awareness lettersound knowledge rapid automatized naming measured onset literacy instruction differ importance predictors variations reading development among three languages findings suggest although children may learn read rapidly consistent less consistent orthographies may nevertheless universal cognitive prerequisites learning read alphabetic orthographies