Reading and Writing

, Volume 20, Issue 5, pp 511–533

The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children

  • Noriyeh Rahbari
  • Monique Sénéchal
  • Narges Arab-Moghaddam
Original Paper

DOI: 10.1007/s11145-006-9042-x

Cite this article as:
Rahbari, N., Sénéchal, M. & Arab-Moghaddam, N. Read Writ (2007) 20: 511. doi:10.1007/s11145-006-9042-x

Abstract

The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences, but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading and spelling.

Keywords

ReadingPersianConsistency

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  • Noriyeh Rahbari
    • 1
  • Monique Sénéchal
    • 1
  • Narges Arab-Moghaddam
    • 2
  1. 1.Department of PsychologyCarleton UniversityOttawaCanada
  2. 2.Iranian Academic Centre for EducationCulture & Research (ACECR)-Fars BranchShirazIran