Preliterate phonological awareness and early literacy skills in Turkish

Babayigit, S. and Stainthorp, R. (2007) Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30 (4). pp. 394-413. ISSN 0141-0423 Available from:

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The role of preschool phonological awareness in early reading and spelling skills was investigated in the transparent orthography of Turkish. Fifty-six preschool children (mean age = 5.6 years) were followed into grade 2 (mean age = 7.6 years). Whilst preschool phonological awareness failed to make any reliable contribution to future reading skills, it was the strongest longitudinal correlate of spelling skills measured at the end of grades 1 and 2. Overall findings suggested that phonological awareness may be differentially related to reading and spelling and that spelling is a more sensitive index of phonological processing skills. In this study, verbal short-term memory emerged as the most powerful and consistent longitudinal correlate of reading speed. This finding raised important questions about the component processes of reading speed, and the role of memory and morpho-syntactic skills in an agglutinative and transparent orthography such as Turkish.

Item Type:Article
Additional Information:© United Kingdom Literacy Association and Blackwell Publishing. The definitive version is available at
Uncontrolled Keywords:phonological awareness, Turkish, reading, phonological STM, spelling
Faculty/Department:Faculty of Health and Applied Sciences > Department of Health and Social Sciences
ID Code:11697
Deposited By: Dr S. Babayigit
Deposited On:24 Sep 2010 10:54
Last Modified:02 Apr 2016 11:06

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