Is a "Phoenician" reading style superior to a "Chinese" reading style? Evidence from fourth graders

Bowey, Judith A. (2008) Is a "Phoenician" reading style superior to a "Chinese" reading style? Evidence from fourth graders. Journal of Experimental Child Psychology, 100 3: 186-214. doi:10.1016/j.jecp.2007.10.005

Author Bowey, Judith A.
Title Is a "Phoenician" reading style superior to a "Chinese" reading style? Evidence from fourth graders
Journal name Journal of Experimental Child Psychology   Check publisher's open access policy
ISSN 0022-0965
Publication date 2008-07
Sub-type Article (original research)
DOI 10.1016/j.jecp.2007.10.005
Volume 100
Issue 3
Start page 186
End page 214
Total pages 29
Place of publication Maryland Heights, MO, United States
Publisher Academic Press
Language eng
Abstract This study compared normally achieving fourth-grade "Phoenician" readers, who identify nonwords significantly more accurately than they do exception words, with "Chinese" readers, who show the reverse pattern. Phoenician readers scored lower than Chinese readers on word identification, exception word reading, orthographic choice, spelling, reading comprehension, and verbal ability. When compared with normally achieving children who read nonwords and exception words equally well, Chinese readers scored as well as these children on word identification, regular word reading, orthographic choice, spelling, reading comprehension, phonological sensitivity, and verbal ability and scored better on exception word reading. Chinese readers also used rhyme-based analogies to read nonwords derived from high-frequency exception words just as often as did these children. As predicted, Phoenician and Chinese readers adopted somewhat different strategies in reading ambiguous nonwords constructed by analogy to high-frequency exception words. Phoenician readers were more likely than Chinese readers to read ambiguous monosyllabic nonwords via context-free grapheme–honeme correspondences and were less likely to read disyllabic nonwords by analogy to high-frequency analogues. Although the Chinese reading style was more common than the Phoenician style in normally achieving fourth graders, there were similar numbers of poor readers with phonological dyslexia (identifying nonwords significantly more accurately than exception words) and surface dyslexia (showing the reverse pattern), although surface dyslexia was more common in the severely disabled readers. However, few of the poor readers showed pure patterns of phonological or surface dyslexia.
Keyword Reading
Phonological recoding
Orthographic processing
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Psychology Publications
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Created: Thu, 03 Sep 2009, 09:55:27 EST by Mr Andrew Martlew on behalf of School of Psychology