Philip H. K. Seymour|Mikko Aro|Jane Erskine
Foundation literacy acquisition in European orthographies
University of Dundee|University of Jyväskylä|University of Dundee|University of Jyväskylä
several previous studies suggested basic decoding skills may develop less effectively english european orthographies origins effect early foundation phase reading acquisition investigated assessments letter knowledge familiar word reading simple nonword reading english 12 orthographies results confirm children majority european countries become accurate fluent foundation level reading end first school year exceptions notably french portuguese danish particularly english effects appear attributable differences age starting letter knowledge argued fundamental linguistic differences syllabic complexity orthographic depth responsible syllabic complexity selectively affects decoding whereas orthographic depth affects word reading nonword reading rate development english twice slow shallow orthographies hypothesized deeper orthographies induce implementation dual logographic alphabetic foundation takes twice long establish single foundation required learning shallow orthography