Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies : a narrative review
Borleffs, E., Maassen, B. A. M., Lyytinen, H., & Zwarts, F. (2017). Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies : a narrative review. Reading and Writing, 30(8), 1617-1638. https://doi.org/10.1007/s11145-017-9741-5
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Reading and WritingDate
2017Copyright
© The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License.
This narrative review discusses quantitative indices measuring differences
between alphabetic languages that are related to the process of word recognition. The
specific orthography that a child is acquiring has been identified as a central element
influencing reading acquisition and dyslexia. However, the development of reliable
metrics to measure differences between language scripts hasn’t received much attention so
far. This paper therefore reviews metrics proposed in the literature for quantifying
orthographic transparency, syllabic complexity, and morphological complexity of
alphabetic languages. The review included searches of Web of Science, PubMed, PsychInfo,
Google Scholar, and various online sources. Search terms pertained to
orthographic transparency, morphological complexity, and syllabic complexity in relation
to reading acquisition, and dyslexia. Although the predictive value of these metrics is
promising, more research is needed to validate the value of the metrics discussed and to
understand the ‘developmental footprint’ of orthographic transparency, morphological
complexity, and syllabic complexity in the lexical organization and processing strategies.
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Except where otherwise noted, this item's license is described as © The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License.
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