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Learning to Read and Spell Single Words: a Case Study of a Slavic Language

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Learning to Read and Spell Single Words: a Case Study of a Slavic Language Learning to read and spell single words: a case study of a Slavic language. Marcin Szczerbiriski A thesis submitted for the degree of Doctor of Philosophy University College London August 2001 ProQuest Number: U643611 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest U643611 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT We now have a good knowledge of the initial period of literacy acquisition in English, but the development of literacy in other languages, and the implication of this for our understanding of cognitive processing of written language, is less well explored. In this study, Polish T* - 3'*^ grade children (7;6-9;6 years old) were tested on reading and spelling of words, with controls for factors which have been shown to affect performance in other languages (lexicality, frequency, orthographic complexity). Moreover, each participant was individually tested on a range of linguistic skills understood to be essential components of literacy acquisition. These included: phonological awareness (detection, analysis, blending, deletion and replacement of sound segments in words) serial naming (of pictures, digits, letters) and morphological skills (using prefixes and suffixes). Some higher-level visual skills, and general intellectual ability (vocabulary knowledge, reasoning) were also assessed. In comparison with the existing data, Polish children appeared to acquire basic reading and spelling skills somewhat faster than their English counterparts, but slower than the consistent orthography learners (e.g. German). Some complex, conditional orthographic rules that occur in Polish were not fully mastered even in grade 3. This fits the description of Polish orthography as only moderately consistent overall. Success in learning to read and spell was independently predicted by two factors: phonological awareness and naming ability, with other skills (morphological and visual) playing a minor or negligible role. This outcome is broadly consistent with that observed in other languages in which it has been studied, suggesting that the essential mechanisms of learning written language may be the same across orthographies. Additionally, the performance of the few children who were falling behind in their reading was systematically analysed. Distinct sub-groups of inaccurate and slow readers could be identified. Both types of difficulties could usually be attributed to the co-occurrence of poor phonological awareness and slow naming. ACKNOWLEDGEMENTS Carrying out this project was much more than a scholarly exercise: it was an experience of mutual support, collaboration and friendship. My thanks go first and foremost to my supervisors: Prof. Ruth Campbell and Dr. Nata Goulandris. The learning opportunities they offered me were truly exceptional. They took great care of my progress, providing the right blend of inspiration, freedom, challenge and encouragement - and remaining patient in the face of me failing so many solemnly sworn deadlines! I was privileged to receive even more, however, as the support and friendship they gave extended much beyond the boundaries of this project. A memorable aim: “to establish you as an independent researcher” formulated by Ruth during one of our meetings was to be a serious promise they both worked hard to fulfil. I was equally privileged to have the UCL Department of Human Communication Science as my place of study. When going to study abroad I was hoping to find academic excellence - and I was not disappointed. I was offered excellent facilities, leamt a great deal about speech and language research and therapy (a new, exciting world for me), and was given an opportunity to teach that I enjoyed so much. The departmental studentship I received supported me for the large part of this study. I felt very welcome by all members of staff, and was privileged to collaborate and become friends with a number of people, particularly Liz Nathan, Michael Coleman, Mairead MacSweeney, Liz Milne, Fiona Kyle and Vassiliki Diamanti. Indeed, the lure of Human Communication Sciences was strong, and it is now the Sheffield HCS department that I can also thank for giving me ample time and resources to finish this project - as well as carry out new ones! The fieldwork of this project was carried out mostly in the Primary School 14 in Krakow-Salwator. I am indebted to all the children who agreed to take part in what - I now realize - was too long and tedious a series of tests. I would also like to thank all the teachers and, particularly, the school psychologists. Dr. Jadwiga Wrohska and Ms Ewa Nowak. They made me feel welcome at their school, provided important information about my participants, and patiently endured the disruption I caused to their working schedule. Important pilot data for this project were also collected in two other primary schools (149 and 57 in Krakow- Kurdwanow). My gratitude extents to all pupils, parents, teachers and special needs staff that I met there. The project was also supported by several other people in a very tangible way. Considerable part of the pilot data was collected by Ms Aneta Wojcik. A daunting task of setting up SPSS databases was made much easier thanks to assistance from Mrs Malogrzata Wysocka-Pleczyk, Ms Natalia Fijak, Ms Malgorzata Hoffmann and - in a last minute emergency - Ms Vesna Stojanovik. Ms Natalia Fijak deserves a particular mention here, also for her patience and perseverance in the face of my most unreasonable e-mail request for doing 3 literature searches in Krakow libraries. Assistance with literature searches was also given by Ms Joanna Sadowska. Apart from my supervisors, who corrected my awkward writing style (and tried, with little success, to teach me the correct usage of definite and indefinite articles) a number of people read and commented on different parts of the manuscript. Chapters 3 and 4 were reviewed (at various stages of writing) by Dr. Liz Nathan, Prof. Bozydar Kaczmarek, and Dr. Ewa D^browska; chapter 1 by Dr. Patty Cowell, and chapter 9 by Vesna Stojanovik.. Final proofreading assistance was offered by Dr. Richard Body, Dr. Patty Cowell, Sarah James, Liz Milne, Dr. Liz Nathan, Vesna Stojanovik, and Fay Windsor. I owe a great deal to my Polish colleagues involved in reading research; Dr Grazyna Krasowicz-Kupis, Dr Urszula Oszwa, Dr Alicja Maurer and Ms Krystyna Sochacka. They provided me with their unpublished or otherwise hard to access papers, and hours of stimulating face-to-face and e-mail discussions. Grazyna Krasowicz and Krystyna Sochacka both allowed me to access their datasets, and we spent an exciting and fruitful time analysing them together. Their ideas inspired this project greatly. Nothing would be possible without the love, support and encouragement of my family. My father deserves a particular mention here. Without his encouragement to ‘think big and brave’, and his financial support during the difficult year before I formally registered as a PhD student, this project would certainly not have even been attempted. Decisive encouragement and advice to ‘go for if was also given by my master thesis supervisors and examiners: Dr. Janusz Palczyhski, Dr. Andrzej Kokoszka, and Dr. Dorota Jasiecka. I cannot fail to acknowledge Dr. Ewa Szurek-Skwierawska, a lecturer who introduced me to the subject of dyslexia. She arose my interest in this problem, encouraged my PhD efforts, and assisted me in arranging the pilot study. I also cannot fail to mention my wonderful friends, in Poland, England and elsewhere. I will always cherish the love, fun and wisdom I received from them - not to mention the food, lodgings and computer power they offered me at quite a few critical junctures! The project also received financial support from the British Council Fellowship, Overseas Research Scheme and the departmental teaching studentship from the Department of Human Communication Sciences, UCL. This work is dedicated to my siblings: Kinga, Magda and Rafal, who were the greatest discovery of my PhD years. CONTENTS Abstract 2 Acknowledgements 3 Contents 5 List of tables 10 List of figures 13 List of appendices 15 1. Reading, spelling and learning 1.1. Definitions 16 1.2. Reading research - main problems and controversies 18 1.2.1. fVhat is the ro/e o f decoding/or reading comprehension 2 18 /. 2.2. fVord reading and speiiing: is the taskprimarifyperceptuai or iinguisticF 22 1.2.3. fVhat are the hasic mechanisms or learning to read and speiiF 27 J.2. d. Is shiiled word recognition phonoiogicaily mediated? 33 1.2. S. Are reading and speiiing essentia/iy the same process.^ 35 1.3. Models or reading acquisition 38 /.S.I. Stage andphase models 39 1.3.2. ^^Processes and resources models 41 1.3.3. Connectionist models 44 2. Literacy acquisition and linguistic skills 48 2.1. Phonological processing 49 2.1.1. Phonological awareness 49 2.1. J. J. The concept o f linguistic awareness 49 2. J.J. 2. Developntent o f phonological awareness 51 2. J. J. 3. The role o f phonological awareness in the acquisition o f literacy 55 2.1.2. Phonological retrieval 66 2.1.3. Working memory 74 2.2. Literacy and other linguistic skills 79 2.2.1. Syntactic awareness 80 2.2.2. Morpkoiogicalawareness 84 2.3. Conclusions 89 3. Cross-linguistic differences in literacy acquisition 91 3.1. Spoken language and literacy 91 3.1.1.
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