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The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study

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The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study. / Caravolas, Marketa; Bruck, Maggie.
In: Journal of Experimental Child Psychology, Vol. 55, No. 1, 1993, p. 1-30.

Research output: Contribution to journal › Article › peer-review

HarvardHarvard

Caravolas, M & Bruck, M 1993, 'The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study', Journal of Experimental Child Psychology, vol. 55, no. 1, pp. 1-30. https://doi.org/10.1006/jecp.1993.1001

APA

Caravolas, M., & Bruck, M. (1993). The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55(1), 1-30. https://doi.org/10.1006/jecp.1993.1001

CBE

Caravolas M, Bruck M. 1993. The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology. 55(1):1-30. https://doi.org/10.1006/jecp.1993.1001

MLA

Caravolas, Marketa and Maggie Bruck. "The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study". Journal of Experimental Child Psychology. 1993, 55(1). 1-30. https://doi.org/10.1006/jecp.1993.1001

VancouverVancouver

Caravolas M, Bruck M. The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology. 1993;55(1):1-30. doi: 10.1006/jecp.1993.1001

Author

Caravolas, Marketa ; Bruck, Maggie. / The effect of oral and written language input on children′ s phonological awareness : A cross-linguistic study. In: Journal of Experimental Child Psychology. 1993 ; Vol. 55, No. 1. pp. 1-30.

RIS

TY - JOUR

T1 - The effect of oral and written language input on children′ s phonological awareness

T2 - A cross-linguistic study

AU - Caravolas, Marketa

AU - Bruck, Maggie

PY - 1993

Y1 - 1993

N2 - The aim of this study was to examine the effect of oral and written language input on the development of phonological awareness (PA) in 4-, 5-, and 6-year-old children. The abilities of Czech and English speakers were contrasted because these two languages differ considerably both with respect to syllable structure (oral language) and in orthographic depth (written language). Czech contains a greater variety and frequency of complex syllabic onsets than English. Also, the Czech orthography is transparent whereas English orthography is opaque. It was hypothesized that if language input affects children′ s PA development, Czech children should show higher levels of awareness for complex onsets prior to formal schooling. The Czech first graders should show greater improvement in PA skills than their Anglophone peers as well as better spelling skills after formal exposure to reading.

AB - The aim of this study was to examine the effect of oral and written language input on the development of phonological awareness (PA) in 4-, 5-, and 6-year-old children. The abilities of Czech and English speakers were contrasted because these two languages differ considerably both with respect to syllable structure (oral language) and in orthographic depth (written language). Czech contains a greater variety and frequency of complex syllabic onsets than English. Also, the Czech orthography is transparent whereas English orthography is opaque. It was hypothesized that if language input affects children′ s PA development, Czech children should show higher levels of awareness for complex onsets prior to formal schooling. The Czech first graders should show greater improvement in PA skills than their Anglophone peers as well as better spelling skills after formal exposure to reading.

U2 - 10.1006/jecp.1993.1001

DO - 10.1006/jecp.1993.1001

M3 - Article

VL - 55

SP - 1

EP - 30

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

IS - 1

ER -