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Handbook of Orthography and Literacy

R. Malatesha Joshi, P. G. Aaron

Literacy Acquisition in Danish: A Deep Orthography in Cross-Linguistic Light

Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203824719.ch3 Carsten Elbro Published online on: 02 Sep 2005

How to cite :- Carsten Elbro. 02 Sep 2005, Literacy Acquisition in Danish: A Deep Orthography in Cross-Linguistic Light from: Handbook of Orthography and Literacy Routledge Accessed on: 26 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203824719.ch3

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English and Danish the between differences also are there say, to Needless Dan- because perspective, international an from interesting Danish make differences These hsgnrlmdlgvsrs osvrlepcain.Frt fsadr pronunciations standard if First, expectations. several to rise gives model general This reading a of framework the within conducted been mostly have chapter this in studies The ape nieEgih aihhsol e oe irps anyi rnhloan French in mainly digraphs, vowel few a only has Danish English, unlike xample, ELBRO .Nvrhls,teedfeecsapa ob io hnteetr agaestruc- language entire the when minor be to appear differences these Nevertheless, a). ˚ NTA EDN EEOMN SSO NDANISH IN SLOW IS DEVELOPMENT READING INITIAL hsmasta h nweg of knowledge the that means This waves. overlapping Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 20 rmtevr einn,Dns rhgah eetdsvrloslt pronunciations. obsolete several reflected year orthography Fo the Danish around beginning, established very first the was norm From national 1200. a when old already was orthography Danish a eoeo hm hspoal seaebtdb h eaieylt colsati Denmark. in start school late relatively orthography the Danish by the exacerbated of is probably difficulties this particular them; The of this. one for be may reasons many be may countries. There participating ish. 33 from youths of average the was to of result performance close the This very which countries. in came 2001) participating 15-year-olds al., 31 et Danish (Andersen of study out PISA OECD place 2000 13th the in the corroborated at in came youth Danish study Danish than lan- correct) year, European (40% other worse school spoke read first The who children children. the 60%. (Scottish) children about of English-speaking for only the higher end of Only or the rate guages. 90% accuracy by around an letters was with the nonwords figure monosyllabic corresponding of read other 90% to from than able children were as more expect they letters name would many as but One could knew better, year. children and done school Danish have countries though first to Even the earlier, happen. not much of did school end English that started and the they Danish by because that children children, indicated other English-speaking 2003) behind Erskine, far & are Britain. Aro, in children (Seymour, as English age, countries and of other years, Danish in 5 ing even age or same years, 6 the are of children children when at starts with are schooling children compared formal Danish when where Therefore, disadvantage home. of at position place takes a instruction but reading informal it; little above very 2001). Zeuner, somewhat & to Mejding, (Allerup, average low international relatively remains the still below speed reading from improved has 9-year-olds a tydmc lsrta aiht t atNri ot hc soemjrrao why reason major one is which orthography. root, Danish Nordic than shallow East more its much to is Danish orthography than Swedish closer Swedish much spoken instance, stayed For 1200s. has the since spoken languages Danish Germanic spoken than most and conservative than pronunciation, more more in changed has changes nature behind by far lag is usually language reforms Spelling Written language. 1200s. the possibly since worse old-fashioned, become chosen have to spoken spelling. one appear for any basis scribes on the based the as not Danish Instead, were high-status, that norm. may spellings conservatism as select orthographic to dialect wished initial Danish have (or the may dialects scribes for Danish the different reason that spoke possible be who one and country Hence the variants). of regional parts various from came who men, 257–258). 1944, (Skautrup, grapheme–phoneme opaque the words made that these segments ages of contained middle words correspondence early of the majority during a numerous 1300, so about by were that, Danish spoken of pronunciation in the in (as changes /D insert with to replaced continued been since final long a with had words such spelled century 13th the -gh during working scribes generations, for sound re oehr hs tde ugs htteiiilpaeo edn eeomn sso nDan- in slow is development reading of phase initial the that suggest studies these IEA Together, 1992 the In better. relatively read however, youths, Danish years, 14 of age the By includ- orthographies European 13 in development reading initial of study small-scale A this, Before age. of years 7 reaches child the when starts schooling formal Denmark, In htvrterao o h nta osraimo aihseln a e hnshave things be, may spelling Danish of conservatism initial the for reason the Whatever learned doubt, without were, norm spelling national first the instituted who scribes The ofriywt h rhi rnnito.Smlry the Similarly, pronunciation. archaic the (logh)in with conformity ape vntog aihwrslike words Danish though even xample, -th nwrsta i o aeta on nmr.Tedevelopmental The anymore. sound that have not did that words in AIHDEPTHS DANISH lov h nlpsto,ytDns scribes Danish yet position, with)in final the .LTRC CUSTO NDANISH IN ACQUISITION LITERACY 3. lw a enpoone ihafia /w/ final a with pronounced been had [law] th on a in (as sound myth) 33 Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 he diinlvwlletters, vowel additional phoneme. three long-vowel one least at and phonemes short-vowel different more or two represents ihti rbe aersre otresltos l fwihmk h rhgah deviate orthography deal the to make which Attempts of script. phonemes. all phonemic vowel solutions, simple Danish three a the to are from all resorted there represent have length, problem to each in this alphabet from only with the differ differ in qualitatively that that letters vowels. vowels few phonemes disregarding Danish vowel too even the Danish Therefore, for 12 2001). are pressing (Elbro, there particularly other that is that argued problem languages be Germanic The The can the phonemes. sounds. It but the more Latin, all have spoken match represent it to to borrowed alphabet letters Latin enough the had in alphabet letters Latin enough not always, are not There but languages. Sometimes, semester. names. full letter a with along takes taught letters are the sounds see. to letter shall introduction we as the first, cases, acquire some children Danish those that as principle such the ones is deep This orthographies—including Danish. alphabetic and all English of of principle (phonemes). speech basic of the segments is abstract This single, represent (graphemes) letters abstract Single, Sounds Letter Standard 1: Principle Alphabetic The the in ortho- acquisition alphabetic all of to order common is their that in principle phonemic presented basic distin- are the graphies. be they is as may first simplicity, orthographies The principles of section. at orthographic next sake look Four the a perspective. For take contemporary guished. and a perspective from historical pedagogically appear be the they may disregard It precision. to with productive isolate and more identify to difficult are irregularity graphic such reflect correspon- they grapheme–phoneme because simple ones dences. with shallow conflicts from it differ when even Danish, information and morphological English of those as such phies, aih lorpeetmrhlg osm xet xmlso h nuneo morphology of influence the sim- of a and Examples are extent. from English spelling some of on deviates to those orthography morphology like represent Danish orthographies, also some why Danish, addition, reasons In main structure. phoneme–grapheme two ple are languages other from s in /s/ simple, more is spelling Norwegian whereas sound /o/ the for a with spelled is sound /S Danish sj; 34 od.I oprsn owga pligo onwrscnom uhmr lsl to closely more much conforms words Danish imported loan example, with For of conventions. along spelling spelling complexities Norwegian Norwegian orthographic many comparison, imported In has words. Danish that means This hra Norwegian whereas Norwegian eod pca etr a eaddt h ai lhbt aih ieNrein has Norwegian, like Danish, alphabet. Latin the to added be may letters special Second, is,oelte a ersn oeta n hnm;freape written example, for phoneme; one than more represent may letter one First, Germanic other all in and Danish in challenge a faces principle In alphabetic 1. basic the However, Grade of months first the during directly names letter the taught are children Danish ortho- of sources three the of consequences the however, perspective, present-day a From h hne nsoe agaeadteiflxo oeg od n hi spellings their and words foreign of influx the and language spoken in changes The nadto,Dns a enmr cetn hnms agae ffrinla words. loan foreign of languages most than accepting more been has Danish addition, In z in /z/ press, ELBRO tusch tusj bomb–ardment, sstestandard the uses on whereas sound /S the of spelling German a uses German] the from ink, [Indian present,/ sykologi t ahDns oe etrregularly letter vowel Danish / Z/in Each S/in and pleasure. pressure, hra h owga pligis spelling Norwegian the whereas osnt nteDns word Danish the in not; does æ (originally n Danish and sj; AIGTEPLUNGE THE TAKING and damn–ation, ae), ø niveau (originally psykologi fo h rnh a h French the has French) the (from nation boys ,and oe), ihasadr digraph standard a with nasjon, nivo. versus fo h ai) h middle the Latin), the (from pyhlg]hsasilent a has [psychology] a ˚ boy’s (originally eporthogra- Deep . s a represent may aa). eau p Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 ) uhfie etrcmiain,or combinations, letter fixed Such /S/). and (/N/ phonemes single ing irpssc as such Digraphs The orthographies. /S/. Germanic represents all that in exist they and in English; (as in common very are digraphs, oeapolmfrte.I hudb adrfrte ora od like words read to them should for graphemes harder be complex from should children sounds, deviate It if (standard) them. they Therefore, for single sound. hand, problem a with other a to pose letters the corresponds single on letter have associate each but, they that initially because hand, principle development one alphabetic reading the basic of the on study pronunciations the regular in highly interesting are Digraphs phoneme. rpee oprdwt od like words with compared graphemes h te w odtypes: word two other the o nls n aihi eetdmaue nlsso ainewt he odtypes word three with variance of The analysis repeated-measures 3.2). (Table languages a confirmed two was in clusters effect The Danish consonant 3.1. Fig. and without in English seen and clearly for be with can example, an words as 3 control Grade with of tendencies, types both than read 3.1. Table in shown are (e.g., letters fewer com- with (e.g., nonwords graphemes were complex used (e.g., materials graphemes The complex consonant German. examined plex also and study English The below. in reported acquisition study the grapheme is That Danish. in graphemes plex epciey rd ee a infiatmi effect: main significant a had level Grade respectively. ujcs,btol w odtps(ihnsbet) hsaayi niae togmain strong a indicated analysis This subjects). type, (within word types of word effect two only but subjects), factors. other with interact significantly not did 4.7, hr,fie etrcmiain (e.g., combinations letter fixed Third, irpsadtirpsaecmlxgraphemes complex are trigraphs and Digraphs h eut niae htwrswt ope rpee eesgicnl adrto harder significantly were graphemes complex with words that indicated results The To eodaayi fvrac okda l he agae n rds3ad4(between 4 and 3 Grades and languages three all at looked variance of analysis second A p irp savr iepedeape nte ope rpeei aihis Danish in grapheme complex Another example. widespread very a is digraph ring) ykolde hr a enol n td htivsiae h custo fcom- of acquisition the investigated that study one only been has there knowledge, my <. 5 n nefc flanguage, of effect an and 05; × w rd eesadpandcnrssbtentewrswt irpsand digraphs with words the between contrasts planned and levels grade two ng, deg F Danish German English agaeGaeLvlNMa g SD Age Mean N Level Grade Language .Tee“od”aelse nteapni.Dtiso h participants the of Details appendix. the in listed are “words” These ). (1, and sj, Asra)22 , 0,4 0,4 8,3 8,6 20 30 (proper) 2 4 (Austrian) (Scottish) 146) ,admthdnnod ihtesm ubro onsbut sounds of number same the with nonwords matched and spig), F (1, sh = ,mthdnnod ihcnoatcutr nta of instead clusters consonant with nonwords matched shig), 109) 125.8, r xdlte atrsta eeal ersn nyone only represent generally that patterns letter fixed are spin = F h Participants The 41, 0,6 0,4 10,8 9,11 0,6 34 19 0,4 7,5 4 3 7,4 13 419320 30 1 3 ng p 85.1, and (2, AL 3.1 TABLE <. in 146) pen,e 0;ami feto rd level, grade of effect main a 001; and ring, p .LTRC CUSTO NDANISH IN ACQUISITION LITERACY 3. <. = ven 0,and 001, 12.6, though sh F enAge Mean (1, p in 040,4 10,4 , 0,4 9,1 <. 109) a eue o represent- for used be can shoe) spin F 0.Aps o et(Scheff´e, test hoc post A 001. (1, = a oesud than sounds more has 109) 6., ope graphemes complex = p shin 137.9, <. 5 Language 05. ihcomplex with F (1, p <. 146) shin. 001, 35 ng or × = sj Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 36 h ope rpee aepeitbepoucain nbt aihadGerman. and Danish both though in even pronunciations reading children’s predictable on have complex effect graphemes disruptive by also complex a should affected had the It graphemes affected. were complex also the children were that orthography Danish noted the German be and regular of more English regardless the of only orthographies readers Not graphemes; alphabetic orthography. all These the in slowly. of readers more depth beginning acquired challenge phoneme—are patterns one letter represents grapheme children. each phonics Danish and synthetic principle—that English a do of than means rapidly by more orthography skills shallow decoding relatively basic develop a approach read to learn significant. was who effects children interaction the of None English. and Danish both in than p <. I.31 edn cuayi rd ntrelnugswt od otiigdgah (e.g., digraphs containing words with languages three in (e.g., 3 clusters grade consonant in with accuracy compared shig) Reading 3.1. FIG. eod h eut upr h yohssta eitosfo h ai alphabetic basic the from deviations that hypothesis the support results the Second, German that obvious is it First, hypotheses. general three support study this of results The 5 niae httelnug fetwscue ysgicnl ihrsoe nGerman in scores higher significantly by caused was effect language the that indicated 05) ELBRO enRaigAcrc fNnod ihCmlxCnoatGahms Consonant Graphemes, Consonant Complex With Nonwords of Accuracy Reading Mean tnaddvain r ie nparentheses. in given are deviations Standard Note. Simple Clusters Digraphs English Level Grade Language Danish German lses n ipeCnoatGahmsi he Languages Three in Graphemes Consonant Simple and Clusters,

Pct. correct 100 20 40 60 80 0 4 3 4 3 4 3 2 1 irp lse Simple Cluster Digraph English Danish German AL 3.2 TABLE 22(03 00(25 27(18.4) 82.7 (24.0) 74.3 (22.5) 80.0 (27.9) 73.3 (20.3) 62.2 (26.6) 53.7 06(19 43(07 79(15.1) 87.9 (24.6) 77.8 (20.7) 84.3 (24.9) 70.2 (21.9) 70.6 (23.3) 57.9 16(40 21(16.8) 92.1 (13.8) 93.8 (18.3) 92.5 (12.0) 92.3 — — — — (14.0) 81.6 (17.4) 80.0 (19.0) 73.8 (27.7) 67.3 n ipecnoat (e.g., consonants simple and spig) osnn Graphemes Consonant deg). Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 aeil eennod ihvwllteswt odtoa rnnito (e.g., pronunciation conditional a with letters vowel with nonwords were materials ohlnugsada ahgaelvl(lr ta. 00 ul&Ebo 01 seFg .) A 3.2). Fig. (see 2001) Elbro, & Juul types 2000; word al., two et with ANOVA (Elbro repeated-measures level grade each at in and listed languages are both materials The words. real with conducted also (e.g., was pronunciations appendix. study standard the the had of letters part vowel English same The the which in nonwords matched infiatmi fet fwr type, word of effects main significant a pronunciations— standard with words learned than are vowel learn pronunciations conditional conditional with to that words difficult indicating that more was study be expectation The The would Danish. digraphs. pronunciations in of common such study because very pronunciation, preceding conditional are a the receives patterns letter vowel in the part which in took patterns on who focused schoolchildren of groups same otcmo etrpten nDns a ese nEbo(01 .7–9.Adetailed A 78–79). p. (2001, Elbro (1988). in Becker-Christensen in seen provided be is correspondences may letter-to-sound Danish Danish of in the account patterns (or code letter orthographic common internalized the most of part important an be smn nEgih h euaiiso etrpten exist patterns letter of but regularities The English. in many as and /Q/asinsounds cap o h tnadsudo written of sound standard the how the iei rnucdtesm a nalwrs lhuhteidvda etr ftepattern the magic of so-called letters the individual final is the example A although Another English. words) pronunciations. all nonstandard in way mostly have same the pronounced is rime pattern letter the that Note 8.7, 1994): Carney, on otxsars aywrs h eea eeomn en htrglrte may regularities that means development general between The similar exist words. are in still occurred many complexities have across orthographic pronunciation in contexts these changes sound of the because Many many predictable in sound. rather resulted nonetheless and has conservatism spelling orthographic between develop, to inconsistencies continued has Danish spoken As Patterns Letter 2: Principle Alphabetic The associated phonemes alphabet. the the learning of is, letter that principle, each alphabetic with basic the of acquisition the with odtp n language, and type word uhas such pask h eut hwdsgicn fet flte atrswt odtoa etrsud in sounds letter conditional with patterns letter of effects significant showed results The h custo frglrlte atrs(uhas (such patterns letter regular of acquisition The iia iutoseiti otapaei rhgahe,ee huhte aynthave not many they though even orthographies, alphabetic most in exist situations Similar -ought -ough -ou -o hr,terslsaei codnewt h eea data edn eeomn starts development reading that idea general the with accordance in are results the Third, individual below i p o ohtidadfut rdr.Tesm a on ihEgihra od,even words, real English with found was same The graders. fourth and third both for receive → <. → pake → /Å/( 1 n language, and 01; → h opei n eia ees mlctkoldeo etrpten slkl to likely is patterns letter of knowledge Implicit levels. lexical and morphemic the /aU /´U conditional /ç˘ eesgicnl adrt edta owrswt tnadsud uhas such sounds standard with nonwords than read to harder significantly were o,mob) hot, rpeepoeerltosishv eoeoau.Freape consider example, For opaque. become have relationships grapheme–phoneme /( /( /( ob,about) doubt, e hne h oe nwrslike words in vowel the changes - huh dough) though, uh,thought) ought, strings n /I/asinand bit F rnnitosi od ihfinal with words in pronunciations -ought (1, fltesadtecorresponding the and letters of F 109) (1, a opeeypeitbepoucaina hl (this whole a as pronunciation predictable completely a has 109) o = and .I te words, other In / aI/. and /eI variants, (long) tense into 8.4, F = ou (1, 8.1, p smdfidb otx nEgih(olce from (collected English in context by modified is 109) <. p 1 h nlsstu ugssta nonwords that suggests thus analysis The 01. <. .LTRC CUSTO NDANISH IN ACQUISITION LITERACY 3. × = w languages two 1 n infiatitrcinefc of effect interaction significant a and 01; 81.7, later -ought cape above p hnsadr rnnitos The pronunciations. standard than and <. e strings and ’s. 0;gaelevel, grade 001; bite h igelte–on level, single-letter–sound the .A vriwo the of overview An cipher). -ake)w × fsud—vnthough sounds—even of w rd eesshowed levels grade two rmtesotstandard short the from ssuidwt the with studied as F (1, pake uein rule e- 109) pask). and ) 37 = a Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 a esmlrt h n ihdgah—w etr ersnigoesound. one representing letters digraphs—two with one difficulty the The to 1994). Jacobsen, of similar (e.g., representation be languages both may the in problem of a be acquisition to the appears length Nevertheless, Finnish, phoneme and orthographies. simple Greenlandic regular both A would by very one) used have length. short principle a which the vowel to is opposed represent This way. (as straightforward to sound many most tenseness) long way the a in seem (or represents one that and length letter than a vowel languages more of (gemination) which use Germanic doubling in languages in Many Greenlandic) problem distinctive. and potential is Finnish a (including length however, vowel languages is, because Latin other It in distinctive. problem no not is is length vowel of representation orthographic The language. the patterns of letter regardless problem, that general suggest a English are pronunciations and letter Danish vowel conditional for with more results other, parallel than learn The to orthographies. difficult more regular are go. pronunciations conditional to such way with longer orthographies a have grapheme–phoneme children vowel English-speaking conditional the effect the whereas orthographic master 4 in Grade to difference by about This rules are Danish. children in Danish smaller that significantly suggests was effect the though 38 bitter doubling snee,adti saqie ahrsol Ju,2004). (Juul, slowly rather acquired knowledge is word-specific reli- this vowels, less and unstressed is for needed, consonant Therefore, single is vowel. a long Danish, a assume in vowel with to short associated safe a ably relatively by is preceded it are Although consonants vowels. double unstressed that with consistently used not reading is both length in 2004). point Juul, early 2000; an al., from et acquired (Elbro also Danish is writing it and surprisingly, Not frequently. very used h otcmo a frpeetn hr,srse oesi aihi by is Danish in vowels stressed short, representing of way common most The Vo that indicates difficult relatively are pronunciations conditional with words that fact The n ao rbe nDns rhgah sta h ovninfrrpeetn vowel representing for convention the that is orthography Danish in problem major One r hw o rds3ad4i aihadEnglish. and Danish in Means sounds. 4 letter and vowel standard 3 versus grades conditional for with words shown with are accuracy Reading 3.2. FIG. wel ihasot(a)vwland vowel (lax) short a with ELBRO i oyylbcwrs.I ok si nls odsigihbten o example, for between, distinguish to English in as works It words). polysyllabic (in Length

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(Elbro, level reading (see for matched ability readers decoding typical word younger morphology of of of effect group level smaller a significantly similar a on was a there comparison, with In 1996). word readers Arnbak, morphological and typical on Elbro more younger rely do adolescents dyslexic than that structure found Elbro study, one In strong. readers. very not is evidence decoding facilitate the may but prefixes analysis; high-frequency morpheme others, on and based (1981) Taft by out pointed As not. ftecniinlpoucain.Ohreape r Danish are examples Other pronunciations. conditional the of oko hte rntapriua etrsrn si attemrhm tloslk.For like. looks it morpheme the fact in is string letter particular a not impossible example, or is it whether recognized, is know word a to Before pseudomorphemes. and morphemes real between (e.g., root that contain as etc.). that readability, such words able, word reading root in the helpful once be recognize However, would to issue. controversial learned a has is reader decoding the in decomposition morphological of role The Reading in Principle Morphemic The study the of results time. of the period long Hence a heard. over acquired they 10, indeed students pattern is Grade because knowledge sound by spelling always morphological the 8; almost that was Grade of indicated it in spelling occurred, children standard errors by a even When provided 90%. items, about the was of accuracy 50% their about only in correctly applied lr 20)fudta h silent the that found (2004) Elbro structure. morphological the -et ent on versus noun) definite mayonnaise, nadto oteewrswt nqeseln-osudrltosis hr r many are there relationships, spelling-to-sound unique with words these to addition In h eea rmwr o nesadn edn eeomn u owr nti chapter this in forward put development reading understanding for framework general The dyslexic by strategy compensatory a as used a be may analysis morphological However, ao rbe ihpeeia opooia eopsto sta tcno distinguish cannot it that is decomposition morphological prelexical with problem major A nacosscinlsuyo 4 aihsuet rmGae ,6 ,ad1,Ju and Juul 10, and 8, 6, 4, Grades from students Danish 142 of study cross-sectional a In ps atcpeo eb) hs odednscnb ple orcl nyb eeec to reference by only correctly spelled be can endings word These verbs). of participle (past cpe]wt w o written for /w/ with [copper] read o diin hr r ueoswrso oeg rgnta aepeevdtheir preserved have that origin foreign of words numerous are .In there addition, ih earo in root a be might gea ODSEII PLIGSUDRELATIONS SPELLING–SOUND WORD-SPECIFIC r and , de -ende te]poone iha i ahrta tnad/E/or/ standard than rather /i/ an with pronounced [they] juice peetpriil fvr)and verb) of participle (present teuiu plig r emphasized). are spellings unique (the SEEING ready luk r b coe)ad/k nohrwrs(e.g., words other in /uk/ and [close]) n iia opooial eemndlteswere letters determined morphologically similar and and , bu READ titis and not, otte .LTRC CUSTO NDANISH IN ACQUISITION LITERACY 3. egt ihanntnad ogvwl/ç˘ vowel long nonstandard, a with [eight] IN READY car -ed hsotorpi knowledge orthographic this read, ih earo in root a be might edo oenu ot)versus roots) noun some of (end ed,raig edr unread- reader, reading, reads, af o,fo]wt silent a with from] [of, -uk kluk atr spro- is pattern carrot cuk) As [cluck]). ,o any or e/, u i but tis 41 f , Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 hnwie 18,ep )suidcide’ edn ftretpso od:wrswith words words: of types three of reading and (e.g., children’s Liberman, sounds Zinna, letter studied standard controlled). 1) is exp. frequency word (1986, (when Shankweiler late relatively acquired indeed is 42 Ju,20) nti td,10cide nGae n eeakdt pl od ihconsis- with words spelled spell spelled to /i/ asked (e.g., were 6 spellings and standard 4 Grades tent in children 140 study, this In 2003). (Juul, low- for patterns. large letter–sound consistent especially with letters were words learned than indeed standard differences spelling are later pronunciations with inconsistent these letter word-specific words that surprisingly, with suggest the results words Not The whereas words. the frequency easiest. patterns, in the consistent errors with were more words sounds many the made in 5 than and patterns 3 Grades in (e.g., patterns children spelling inconsistent with words and mount), set fotorpis(h opeiis r learnd are Some complexities) development: reading (the in orthographies trends) of (or aspects phases possibly universal such reflect that may is implication complexities orthogra- One universal the implications. if far-reaching even has and finding them This shallow. of is few to phy are seem there do when digraphs orthographies—even that across evidence challenge some even a now exist be is digraphs There as German. such as complexities such Some orthographies readers shallow languages. English in other to in challenge readers a whether to be see problems to also to presumed are possible generally it are make that they complexities because orthographic the interesting Com- orthography. particularly English are deeper Danish the with of parisons consequences be to hypothesized are that differences available The English. years. in of development 7 that spelling of to and age similar reading indeed, initial the is, that until Danish suggests reading chapter this in in instruction summarized formal evidence Danish though receive abilities children—even writing not English-speaking and of do those reading children to acquire similar to somewhat expected are that be ways would in children similarities Danish basic some and has English, Danish Hence with schools. Danish in approach are mixed writing a and by Reading taught orthography. usually deep comparatively a with language Germanic a is Danish patterns. orthographic productive less and common less toward with letter–sound progresses standard line and with starts in relationships knowledge orthographic are of acquisition results the the that Together, idea general con- spellings. the both word-specific in behind and lagged spellings but spellings, conditional word- standard the sistent ceiling at with good near adept were less or spellers but Poor at spellings, spellings. conditional specific were consistent spellers and spellings Proficient standard sequence: both with developmental the about hypothesis the vo ucl hnpten opiigmn etr,adcnitn rlal)pten r learned are patterns (reliable) ones. consistent more inconsistent and learned than letters, are quickly many patterns more general letter comprising a Short patterns to writing: than conform and Danish quickly reading in of acquisition development spelling the is and for reading framework it of principle, studies recent in from orthographies; results of difficulty orthographies. relative of the complexities the of measure comparisons to possible for metric pro- complexities a cross-orthographic that vide is implication Another learned. are correspondences esadcnoat eesuida h rtclsget ftewrs h eut supported results The words. the of segments critical the as studied were consonants and wels n aihsuyhscmae custo fseln atrsadwr-pcfi spelling word-specific and patterns spelling of acquisition compared has study Danish One lotalcmaiosbtenraigi nls n nohrlnugshv oue on focused have languages other in and English in reading between comparisons all Almost h opeiiso h aihotorpyaeovosyntmsee l toc.The once. at all mastered not obviously are orthography Danish the of complexities The ELBRO i spelled /E (e.g., spellings inconsistent with words and /s/), before green, ,wrswt ossetseln atrs(e.g., patterns spelling consistent with words paint), CONCLUSIONS i ,wrswt ossetcniinlseln eg,/e/ (e.g., spelling conditional consistent with words ), after steak, h tnadgrapheme–phoneme standard the .I a eycerthat clear very was It touch). æ eoe//.Both /s/). before beach, Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 hr r omn fte htteraqiiini ee elycomplete. really never presentations, is few acquisition a their that only them following of recognized many be so representations words”) may are orthographic (“sight there words) the patterns (or Although whole morphemes development. individual as reading of of learned beginning are very words the high-frequency from some say, to Needless the as such morphemes, earlier. of learned are spelling invariant ending, verb with units morphographic some However, opee otnet eacalnewe hyaedsigihdi plig u o in not but tense spelling, present the in or distinguished English are in occurring apostrophe they genitive frequently when the some challenge as of such a spellings pronunciation, be the to Even continue late. relatively morphemes acquired are patterns These rimes). (e.g., units bigger of part as than rather combinations) vowel–consonant (e.g., units (e.g., pronunciations ditional deviate that the forms in other present all one and the digraphs with often with sound is relationships. problems one sound letter–sound associate in preferred simple to results from The strategy is sound. This write one name. and with read letter letter to one learning and letter of one phase initial the during strategy 1986): Siegler, (cf. English) (and Danish in ment Wa Wa Wa Wa develop- literacy during distinguished be can waves developmental different four least At ve ve ve ve .Lann fLte–on atrsWt odtoa Pronunciations. Conditional With Patterns Letter–Sound of Learning 2. .Lann fWr-pcfi rhgahcPatterns. Orthographic Word-Specific of Learning 4. .Lann fSnl-etrSnl-on Correspondences. Single-Letter–Single-Sound of Learning 1. .Lann fSeln ae nMrhmcOtorpi Knowledge. Orthographic Morphemic on Based Spelling of Learning 3. English agaeDgahCnoatCutrSml Consonant Simple Cluster Consonant Danish Digraph Language German r ere tfis ntesals possible smallest the in first at learned are rate) rat; mate; mat, schore wemb hjælle tænget ko dotch bænd hvam ladge silgte knop ga bu dack fludt dech wrin føng shig shid ling sj aeil nteSuyo Digraphs of Study the in Materials sch nd ng ˚al APPENDIX twonk pjælle fa svam dand silste flusk bælk skop besk ga twid føsp spig spid æ sp trin mp klet sp .LTRC CUSTO NDANISH IN ACQUISITION LITERACY 3. ˚al jælle mun bæn vam silte sore føm pon pon bu peb ga deg cag flut ko bip tud def æ j rit ˚al se n n hsi ieogprocess. lifelong a is This s − h dominant The r nDanish. in Con- –ed 43 Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 h uhrtak l hs olbrtr,priiat,adterteachers. their Jørgensen. and Dahl participants, Line collaborators, and these international Petersen, all the Nygaard of thanks Mette part author Rønberg, Danish The the Louise for by Data collected Landerl. were Karin study by study conducted the was of study part the of Scottish part The Danish 9602075). the No. from (contract support was with Humanities out the carried for were chapter Council this Research in summarized studies the of Many leu,P,Mjig . enr .(2001). L. Zeuner, & J., Mejding, P., Allerup, 44 lr,C (2001). C. Elbro, reading. word (1990). C. in Elbro, analogies orthographic of (1994). use E. readers’ Carney, Beginning (1998). J. Hansen, & L., Vaughan, A., J. Bowey, (2001). J. (1988). Mejding, C. & Becker-Christensen, L., Lindenskov, M., Krone, P., T. Jensen, N., Egelund, M., A. Andersen, lr,C,&Ana,E 19) h oeo opeercgiinadmrhlgclaaeesi dyslexia. in awareness morphological and recognition morpheme of role The (1996). E. Arnbak, & C., Elbro, ae:Munksgaard. hagen: 108–133. 68, Psychology, Child Experimental of Journal Gyldendal. Copenhagen: pronunciation]. received and spelling Socialforskningsinstituttet. sammenligning Copenhagen: international comparison]. international en i unge færdigheder—danske Socialforskningsinstituttet. artusindskiftet 209–240. 46, Dyslexia, of ˚ odce yPii .K emu,addt eecletdb aeEsie h Austrian The Erskine. Jane by collected were data and Seymour, K. H. Philip by conducted ELBRO Raigadmt blte.Dvlpetlted rudtetr ftedcnim.Copenhagen: decennium]. the of turn the around trends Developmental abilities. math and [Reading Copen- perspective . linguistic a in deficits and strategies reading of study A dyslexia. in Differences ænn glæseundervisning og Læsning odn Routledge. London: spelling. English of survey A aeil nteSuyo odtoa oe etrSounds Letter Vowel Conditional of Study the in Materials ayerr.Te eesbeunl etoto h data the to of out rise analyses. left gave subsequently were vowels They long errors. many with nonwords Danish *Two Danish English Language osa gld as esrvigo rigsm og retskrivning Dansk lyd. og Bogstav ACKNOWLEDGMENTS REFERENCES Raigadtetahn fraig.Cpnae:Gyldendal. Copenhagen: reading]. of teaching the and [Reading ædgee ænn gmtmtk dilnsrkomkring Udviklingstræk matematik. og læsning i Færdigheder odtoa Standard Conditional gimmem molse tejser tummer vunke gosseg ginseh fummej kotter dyth hode rall whap squas wab peather noldn clind bline pake Epcain n blte.Dns otsi an in youths Danish abilities. and [Expectations dæske fæbes* siffen b søtter yath hont bramp whang squag wak deacher clend blin pask alsudtale ˚ alle oser* amse ond iffe æsle Lte n on.Danish sound. and [Letter ovnnne og Forventninger Annals Downloaded By: 10.3.98.104 At: 23:31 26 Sep 2021; For: 9780203824719, chapter3, 10.4324/9780203824719.ch3 in,D . iemn .Y,&Sakelr .(96.Cide’ estvt ofcosiflecn oe reading. vowel influencing factors to sensitivity Children’s (1986). D. Shankweiler, & Y., I. Liberman, R., Gyldendal. Copenhagen: D. 1). (Vol Zinna, revisited. language] stripping Danish Prefix the of (1981). history M. [The Taft, historie sprogs danske Det (1944). P. Skautrup, (1986). S. R. Siegler, orthographies. European (2000). in H. B. acquisition Shkoza, literacy Foundation strategy (2003). children’s M. J. in Erskine, change & and M., choice, Aro, Variability, H., P. spell: Seymour, to Learning (1999). S. R. Siegler, & German–English A B., dyslexia: Rittle-Johnson, on consistency orthographic of impact The (1997). U. Frith, & H., Wimmer, K., Landerl, ul . lr,C 20) h ik ewe rma n plig ontv udei eporthographies? deep in hurdle cognitive A spelling: and grammar between links The (2004). C. Elbro, & H., Juul, ability]. spelling of types and (2004). errors spelling H. of Juul, [Types stavefærdighed af typer og stavefejl af Typer (2003). H. Juul, ul . lr,C 20) ˚rbgtvt y fægra amnægn mtlgesna videreg˚aende af tilegnelsen Om sammenhængen. af afhænger lyd bogstavets N˚ar (2001). C. Elbro, & H., Juul, trans- linguistic and representations orthographic (1994). Children’s B. (1998). Jacobsen, F. L. Barrera, & E., J. Gombert, U., Goswami, 24–28). July (2000, R. Wood, & K., (1992). B. H. W. P. Elley, Seymour, K., Landerl, H., Wimmer, H., B. Shkoza, H., Juul, C., Elbro, 465–479. 21, Quarterly, Research Reading (unpublished Copenhagen of University Copenhagen: grades’). 4th to 2nd in readers thesis). of study decoding—a in giei 143–174. 94, Psychology, of Journal use. comparison. edn n rtn:A nedsilnr ora,17 Journal, Interdisciplinary An Writing: and Reading Psycholinguistics Applied Danish. 59–74. 4, Talesprog, Danske dis- doctoral Unpublished Copenhagen. study]. of morphological University and Copenhagen: phonological sertation. orthographic, An investigation: reading landic fonnsædge We h etrsuddpnso h otx.O h custo favne decoding advanced of acquisition the On context. the on depends sound ability]. letter the [When afkodningsfærdighed Spanish. and French English, in reading word Nonsense parency: Achievement. Educational of Evaluation the for Association Stockholm. orthographies. Psychology, different of in Congress development reading and sounds letter Conditional 332–348. 70, Development, Child sklgs æaoikR Pædagogisk Psykologisk 315–334. 63, Cognition, nweg fcnetsniieselnsa opnn fseln optne vdnefrom Evidence competence: spelling of component a as spellings sensitive context of Knowledge h au:TeInternational The Hague: The literacy. reading of study IEA read? students do world the in How rnadklsudrøes:e rorfik oooiko oflgs undersøgelse morfologisk og fonologisk ortografisk, en læseundersøgelse: Grønlandsk nlwo lfs J Prentice-Hall. NJ: Cliffs, Englewood thinking. Children’s isrtge e fonn—nundersφ afkodning—en ved Rimstrategier i print). (in 3–13. 38, adgivning, ˚ 289–297. 20, Behavior, Verbal and Learning Verbal of Journal i press). (in .LTRC CUSTO NDANISH IN ACQUISITION LITERACY 3. eei2 i .klasse. 4. til 2. i Lœsere af gelse 19–52. 19, Psycholinguistics, Applied ae rsne tteInternational the at presented Paper ‘ieaaoystrate- analogy (‘Rime [Green- British 45