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Reading and Spelling Skills in Transparent Orthographies: Phonological Encoding and Rapid Automatized Naming in Turkish

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Reading-Writing Connections

Part of the book series: Literacy Studies ((LITS,volume 19))

Abstract

The aim of the present paper was to investigate the influence of phonological encoding (PE) and rapid automatized naming (RAN) on word reading and word spelling in Turkish. Seventy-seven students attending Grade 3 and Grade 4 participated in the study. Tests of word reading, word spelling (dictation), PE and RAN were administered in order to examine the relationships among the variables. The results showed that both RAN and PE were significant predictors of word reading and word spelling above and beyond grade level. Correlational analyses revealed that as the grade level increased, RAN demonstrated stronger correlations with word reading and word spelling while the influence of PE on these two measures tended to decrease. The findings are discussed in terms of the development of phonological and orthographic processing with reference to the transparent orthography of the Turkish language.

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Notes

  1. 1.

    Non-linear transformations were applied by using reflect and logarithm formula both for PE and word spelling tests.

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Acknowledgements

This study is part of the first author’s MA dissertation completed at Boğaziçi University. We would like to thank the school principal, the teachers, and the participating students who cooperated with us during data collection in a state school in İstanbul. Without their support, it would not have been possible for us to conduct this study. Portions of this study were supported by a grant from TÜBİTAK (Turkish Scientific and Technological Research Council, project number 115K023) to the senior authors (Babür, Haznedar and Erçetin). Earlier versions of this study were presented at three conferences – the 29th National Conference on Turkish Linguistics (2015) in Kocaeli, the 7th World Conference on Psychology, Counseling and Guidance (2016) in Kuşadası, The Child Language Symposium (2018) at Reading University, UK. We would like to extend our appreciation to the audience therein and the anonymous reviewers for their valuable feedback.

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Authors and Affiliations

  1. Boğaziçi University, Istanbul, Turkey

    Ecehan Candan, Nalan Babür, Belma Haznedar & Gülcan Erçetin

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  1. Ecehan Candan
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  2. Nalan Babür
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  3. Belma Haznedar
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  4. Gülcan Erçetin
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Correspondence to Belma Haznedar .

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Editors and Affiliations

  1. Department of Psychology, University of Porto, Porto, Portugal

    Rui A. Alves

  2. Department of Psychology, University of Porto, Porto, Portugal

    Teresa Limpo

  3. College of Education, Texas A&M University, College Station, TX, USA

    R. Malatesha Joshi

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Candan, E., Babür, N., Haznedar, B., Erçetin, G. (2020). Reading and Spelling Skills in Transparent Orthographies: Phonological Encoding and Rapid Automatized Naming in Turkish. In: Alves, R.A., Limpo, T., Joshi, R.M. (eds) Reading-Writing Connections. Literacy Studies, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-38811-9_12

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