!

"#$%&'()%"
CrLhographlc Lransparency ls consldered Lo be Lhe key
facLor ln deLermlnlng Lhe raLe of readlng acqulsluon across
languages.
Powever, a Lruly comprehenslve undersLandlng of boLh
Lhe unlversal and language speclc feaLures of readlng ls sull
absenL
1
.
llnally, Lhere has been mlnlmal research conducLed on
Lhe lnuence of muluple llngulsuc and cognluve processlng
skllls LhaL lmpacL 1urklsh chlldren who are ln Lhe process of
learnlng Lo read.

+ , - . / 0 1 2 3 4 ! 5 6 7 8 9 : ; < = > ? @ A B C D E F

AGH I%&H$" A'$JKLG %$#G%M$NOGP KL (GN$N(#H$KQH& RPS
! A 29-leuer alphabeL of elghL vowels and 21 consonanLs
based on a modled Laun scrlpL.
! vowel harmony
! AbsoluLe bl-dlrecuonal Lransparency.
! an enurely rellable and conLexL lndependenL compuLauon of
sub-lexlcal phonology
2
.

;RTH()UHL
1o explore Lhe slmulLaneous lnuence of muluple
meLallngulsuc, llngulsuc, and cognluve processlng skllls LhaL
lmpacL 1urklsh chlldren who are ln Lhe process of learnlng Lo
read.
1o add Lo Lhe growlng corpus of knowledge regardlng
unlversal and language-speclc aspecLs of readlng wlLhln Lhe
framework of Lhe 1urklsh language.
lnvesugaLe Lhe exLenL Lo whlch developmenLal dyslexla
ls manlfesLed ln 1urklsh.
9H#G%&L
=N$)(KON"#L
13 1urklsh-speaklng monollngual chlldren
(age M=103.3 monLhs, Su=18.1 monLhs, 3 females)
no neurologlcal and/ or language lmpalrmenL hlsLory
11 rlghL-handed (Ldlnburgh Pandedness lnvenLory
3
)
Average-Lo-hlgh raw non-verbal lC (8aven's Colored
rogresslve MaLrlces
4
)
?)I'VK N"& =$%(H&'$H
AGH #HL#L LHVH(#H& W%$ #GKL L#'&P XKVV K"(V'&HS
>HN&K"M YZ%$& [ =L'H&%X%$& "NIK"M\
1he paruclpanL wlll be shown a serles of 40 words and 40
pseudowords one aL a ume ln a randomlzed order. 8eadlng
accuracy and speed wlll be measured.
?OHVVK"M
1he spelllng Lo dlcLauon Lask wlll conLaln 30 words. A nauve
speaker of 1urklsh wlll sound Lhe words and Lhe paruclpanL
wlll wrlLe down Lhelr answers. Accuracy as well as Lypes of
errors made wlll be measured.
DKL'NV +]H")%" ?ON"
^

Sumull wlll be 20 random ve-leuer sLrlngs bullL up from 10
consonanLs. 1he paruclpanL wlll be requesLed Lo name as
many leuers as posslble lmmedlaLely aer Lhey dlsappear,
wlLhouL posluon consLralnL.
=G%"%V%MK(NV +XN$H"HLL
aruclpanLs wlll underLake a spoonerlsm, phoneme deleuon
and phoneme segmenLauon Lask.















=G%"%V%MK(NV +'#%IN)%"
aruclpanLs' responses Lo ob[ecLs, colors, numbers, and
leuers
6
wlll be measured uslng 3 lLems arranged ln 3 rows of
10 lLems each.
9HI%$P
vlsual and honologlcal ShorL 1erm Memory (vlsual pauerns
LesL
7,8
and forwards dlglL span) as well as Worklng Memory
(backwards dlglL span) wlll be measured.

>HL'V#L YL% WN$_\
lndependenL of word lengLh and lexlcallLy, word namlng
accuracy was exLremely hlgh across sub[ecLs ( 86.13)








A Lwo-way analysls of varlance (AnCvA) wlLh word lengLh
(shorL or long) and lexlcallLy (words or nonwords) as
lndependenL varlables showed a maln eecL for boLh word
lengLh (l = 24.83, p < .0001) and lexlcallLy (l = 271.12, p < .
0001). 1here was also a slgnlcanL lnLeracuon eecL beLween
Lhe Lwo lndependenL varlables. (l = 11.92, p < .003). 1here
was no slgnlcanL dlerence beLween ?ear groups.







honologlcal Awareness measures ueleuon (94) and
SegmenLauon (86) were close Lo celllng.

-%"(V'LK%" N"& 1'#'$H &K$H()%"L
1he rapld developmenL of phonologlcal awareness, coupled
wlLh well dened syllable sLrucLures and vowel harmony,
seems Lo faclllLaLe learnlng Lo read ln 1urklsh.

1here ls a need Lo furLher lnvesugaLe wheLher 1urklsh-Lngllsh
blllngual chlldren show slmllar pauerns of growLh regardlng
readlng ablllLy as Lhelr monollngual Lngllsh and 1urklsh -
speaklng peers ln order Lo esLabllsh unlversal and language
speclc aspecLs of readlng processes ln a unlquely LransparenL
language.

8K#H$N#'$H -K#H&
1. venezky, 8. (2006). loundauons for sLudylng baslc processes ln readlng. Pandbook of orLhography
and llLeracy, 733-738.
2. 8aman, l., & 8aluch, 8. (2001). Semanuc eecLs as a funcuon of readlng sklll ln word namlng of a
LransparenL orLhography. 8eadlng and Wrlung, 14(7-8), 399-614.
3. Cldeld, 8. C. (1971). 1he assessmenL and analysls of handedness: Lhe Ldlnburgh lnvenLory.
neuropsychologla, 9(1), 97-113.
4. 8aven, !. C., 8aven, !. C., & !P CourL. (1962). Coloured progresslve maLrlces. London: Pk Lewls.
3. 8osse, M. L., 1alnLurler, M. !., & valdols, S. (2007). uevelopmenLal dyslexla: 1he vlsual auenuon
span declL hypoLhesls. Cognluon, 104(2), 198-230.
6. uenckla, M. 8., & 8udel, 8. C. (1976). 8apld 'auLomauzed'namlng (8An): uyslexla dlerenuaLed
from oLher learnlng dlsablllues. neuropsychologla, 14(4), 471-479.
7. uella Sala, S., 8addeley, A. u., Cray, C., & Wllson, L. (1997). vlsual auerns 1esL: v1. ParcourL.
8. 8rown, L. A., lorbes, u., & McConnell, !. (2006). Llmlung Lhe use of verbal codlng ln Lhe vlsual
auerns 1esL. 1he CuarLerly [ournal of experlmenLal psychology, 39(7), 1169-1176.