Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-jr42d Total loading time: 0 Render date: 2024-04-24T10:38:02.141Z Has data issue: false hasContentIssue false

15 - Learning to Read Czech and Slovak

Published online by Cambridge University Press:  02 October 2017

Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alegria, J. & Mousty, P. (1996). The development of spelling procedures in French-speaking, normal and reading-disabled children: Effects of frequency and lexicality. Journal of Experimental Child Psychology, 63, 312338.Google Scholar
Bartoš, J. & Gagnaire, J. (1972). Grammaire de la langue slovaque. Bratislava: Matica Slovenská.Google Scholar
Berger, T. (2012). Religion and diacritics: The case of Czech orthography. In Baddeley, S. & Voeste, A. (Eds.), Orthographies in early modern Europe (pp. 255268). Berlin: Mouton de Gruyter.Google Scholar
Caravolas, M. & Bruck, M. (1993). The effect of oral and written language input on children’s phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55, 130.Google Scholar
Caravolas, M. & Landerl, K. (2010). The influences of syllable structure and reading ability on the development of phoneme awareness: A longitudinal, cross-linguistic study. Scientific Studies of Reading, 14, 464484.Google Scholar
Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G. & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 13981407. DOI: 10.1177/0956797612473122.Google Scholar
Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavský, M., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková, G. & Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23, 678686.Google Scholar
Caravolas, M. & Mikulajová, M. (2008). Effects of letter-sound consistency, letter-form complexity, and frequency in learning canonical and contextually conditioned letter spellings in Slovak. Phonetica Pragensia, 11, 2130.Google Scholar
Caravolas, M., Mikulajová, M. & Vencelová, L. (2008a). Súbor testov na hodnotenie pravopisných schopností [Battery of tests for the assessment of orthographic skills]. Bratislava: SAL, s.r.o.Google Scholar
Caravolas, M., Mikulajová, M. & Vencelová, L. (2008b). Spelling of Slovak children with dyslexia. Paper presented at the International Conference of the British Dyslexia Association, Harrogate, UK.Google Scholar
Salas, N., Caravolas, M., Efrim, C. & Schöffelová, M. (2010). The acquisition of derivation in English, Spanish, French and Slovak. Paper presented at Barcelona Conference on Language Development.Google Scholar
Caravolas, M. & Volín, J. (2001). Spelling errors among dyslexic children learning a transparent orthography: The case of Czech. Dyslexia, 7, 229245.Google Scholar
Caravolas, M. & Volín, J. (2005). Baterie diagnostických testů gramotnostních dovedností pro žáky 2. až 5. ročníku ZŠ [Battery of diagnostic tests of literacy skills for pupils in 2nd to 5th grades of primary school]. Prague: IPPP.Google Scholar
Caravolas, M., Volín, J. & Hulme, C. (2005). Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children. Journal of Experimental Child Psychology, 92, 107139.Google Scholar
Dressler, W. U. (2007). Introduction. In Laaha, S. & Gillis, S. (Eds.), Typological perspectives on the acquisition of noun and verb morphology. Antwerp Papers in Linguistics 112 (pp. 310). University of Antwerp.Google Scholar
Dobrovský, J. (1809). Ausführliches Lehrgebäude der böhmischen Sprache [Detailed grammar of the Czech language]. Prague: Johann Herrl.Google Scholar
Gebauer, J. (1902). Krátká mluvnice česká [Brief grammar of Czech]. Prague: Unie.Google Scholar
Hanka, V. (1817). Pravopis české podle základů gramatiky Josefa Dobrovského [Czech orthography according to Josef Dobrovský’s foundations of grammar]. Prague: U Bohumila Háze.Google Scholar
Hulme, C., Caravolas, M., Málková, G. & Brigstocke, S. (2005). Phoneme isolation ability is not simply a consequence of letter-sound knowledge. Cognition, 97, B1B11.Google Scholar
Kessler, B. & Caravolas, M. (2011). Weslalex: West Slavic lexicon of child-directed printed words. Retrieved from http://spell.psychology.wustl.edu/weslalex.Google Scholar
Kučera, H. & Monroe, G. K. (1968). A comparative, quantitative phonology of Russian, Czech, and German. New York: Elsevier.Google Scholar
Optát, B. (1547/1559). Slabikář český [Czech primer].Google Scholar
Seymour, P. H. K., Aro, M. & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143174.Google Scholar
Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134, 584615.Google Scholar
Ústav pro jazyk český ČSAV (1993). Pravidla Českého pravopisu [Rules of the Czechorthography]. Prague: ČSAV.Google Scholar
Volín, J. (2010). Fonetika a fonologie [Phonetics and phonology]. In Cvrček, V. (Ed.), Mluvnice současné čestiny [The grammar of contemporary Czech] (pp. 3564). Prague: Karolinum.Google Scholar
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 133.Google Scholar
Wimmer, H. (1996). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology, 60, 8090.Google Scholar
Wimmer, H. & Landerl, K. (1997). How learning to spell German differs from learning to spell English. In Perfetti, C., Rieben, L. & Fayol, M. (Eds.), Learning to spell: Research, theory, and practice (pp. 8196). Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×