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Orthographic analogy use and phonological priming effects in non-word reading

Wood, Clare and Farrington-Flint, Lee (2001). Orthographic analogy use and phonological priming effects in non-word reading. Cognitive Development, 16(4) pp. 951–963.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1016/S0885-2014(02)00071-0
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Abstract

The orthographic analogy effect for rime-based analogies has been debated, and theoretical arguments relating to the role of rhyme awareness in reading development have been questioned. This study assessed whether children beginning to read are able to make genuine orthographic analogies based on rime similarity. A non-word version of the clue word task was used to compare children’s performance at reading orthographically and phonologically similar target items and phonologically similar items only. They were also assessed on their ability to make analogies between the beginnings and endings of words. The results were consistent with the suggestion that orthographic analogy use is available to beginning readers as a reading strategy, and that rime-based analogies are easier to make than analogies at the beginning ofwords. However, rhyme awarenesswas found to account for variance in orthographic analogy use between the beginnings of words, but not for rime-based analogies. The implications of this for the theoretical role of rhyme awareness in reading development are discussed.

Item Type: Journal Article
Copyright Holders: 2002 Elsevier Science Inc.
ISSN: 0885-2014
Keywords: rhyme awareness; orthographic analogy; reading
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
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Item ID: 34400
Depositing User: Lee Farrington-Flint
Date Deposited: 27 Sep 2012 09:38
Last Modified: 27 Sep 2012 22:16
URI: http://oro.open.ac.uk/id/eprint/34400
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