caa a22 4500 475789091 CHVBK 20180406123706.0 cr unu---uuuuu 170329e20000901xx s 000 0 eng 10.1007/BF03173177 doi (NATIONALLICENCE)springer-10.1007/BF03173177 Landerl Karin Department of Psychology, University of Salzburg, Hellbrunnerstrasse 34, A-5020, Salzburg, Austria aut Influences of orthographic consistency and reading instruction on the development of nonword reading skills [Elektronische Daten] [Karin Landerl] Wimmer and Goswami (1994) report that seven-, eight-, and nine-year old English children had considerably more difficulties with a nonword reading task than German children who acquire an orthography with highly consistent grapheme-phoneme correspondences. In Study 1, seven-, eight-, and nine year old English children receiving a phonics instruction were presented with the same task and compared with the children tested by Wimmer and Goswami. Study 2 is a replication with different samples of English children receiving the standard electic approach combining both whole-word and phonics strategies, English children receiving a phonics teaching approach and German children who are taught via phonics methods and acquire a consistent orthography. Children from Grades 1 to 4 were tested. In both studies, the English phonics children read the nonwords with almost the aame accuracy and speed as the German children. In Study 1, the English phonics children performed clearly better on nonword reading than the English standard sample. In Study 2, this difference was also evident but less marked. In Grade 1 English phonics as well as English standard children had clearly more difficulties with phonological decoding than German children indicating a relevant influence of orthographic consistency. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Cross-language comparison nationallicence Phonics teaching nationallicence Reading development nationallicence Reading instruction nationallicence European Journal of Psychology of Education Springer Netherlands 15/3(2000-09-01), 239-257 0256-2928 15:3<239 2000 15 10212 https://doi.org/10.1007/BF03173177 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173177 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Landerl Karin Department of Psychology, University of Salzburg, Hellbrunnerstrasse 34, A-5020, Salzburg, Austria aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/3(2000-09-01), 239-257 0256-2928 15:3<239 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer