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The Development of Reading and Spelling in Polish: A Semi-transparent Orthography

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Reading-Writing Connections

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

Abstract

Polish is a West Slavic, inflectional, consonantal language, with a semi-transparent orthography. The level of transparency, however, is higher for reading, than for spelling. These characteristics influence the learning of reading and spelling and literacy instruction. In emergent readers, phonemic awareness is the strongest reading achievement predictor, but its impact decreases with age, reading experience, and education. According to a Model of Reading and Spelling Acquisition in Polish by Awramiuk and Krasowicz-Kupis (L1-Educational Studies in Language and Literature 14:1–24, 2014), initial reading strategy is an analytical phonological, alphabetic one, followed by an interim, mixed one, until a global, word and phrase based, lexical strategy emerges. The development of spelling proceeds from partial and incorrect transcription, through the domination of phonetic strategy, to the growth of orthographic and morphological awareness. Moreover, research on the input of perceptual – motor functions, in addition to of linguistic functions, for the development of literacy has also been conducted in Poland.

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  1. Maria Curie-Skłodowska University, Lublin, Poland

    Izabela Pietras

  2. University of Gdansk, Gdańsk, Poland

    Marta Łockiewicz

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  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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Pietras, I., Łockiewicz, M. (2020). The Development of Reading and Spelling in Polish: A Semi-transparent Orthography. 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_13

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