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Symposium; Phon&Sem

Thursday stream 4 Session 14.00 - 15.40 Length 25 minutes

Learning to read orthographically complex words

Lynne G. Duncan and Philip H. K. Seymour

Department of Psychology, University of Dundee l.g.duncan@dundee.ac.uk

Abstract

A difficulty in processing orthographically complex words represents a significant barrier to reading progress. This paper will consider how children learn to deal with orthographic complexity with particular reference to the phonological and semantic components of the acquisition process. Data will be presented on the interaction between phonological awareness of syllables, rhymes, and phonemes, and linguistic aspects of word structure such as stress pattern and syllable composition. Morphological aspects of complex words will also be examined. Finally, the nature of orthographic complexity in English and other European languages will be compared and the implications for reading development will be discussed.