Research Article
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Year 2020, , 757 - 774, 24.06.2020

Yeliz Yılmaz Korkmaz Nalan Babür , Belma Haznedar

https://doi.org/10.17263/jlls.759293

Abstract

References

  • Aarnoutse, C., van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Review and Research, 11, 253–275.
  • Aidinis, A., & Nunes, T. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1-2), 145-177.
  • Babayigit, S., & Stainthorp, R. (2007). Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30 (4), 394-413.
  • Babayigit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 23 (5), 539-568.
  • Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103 (1), 169-189.
  • Badian, N. A. (1993). Phonemic awareness, naming, visual symbol processing, and reading. Reading and Writing: An Interdisciplinary Journal, 5 (1), 87–100.
  • Bakir, H., & Babür, N. (1-3 Ekim, 2009). Türkçe Hızlı Otomatik İsimlendirme (HOTI) Testleri’nin Geliştirilmesi ve Ön Bulgular, Bildiri, 18. Ulusal Eğitim Bilimleri Konferansı. Selçuk, Izmir.
  • Bakır, H., & Babür, N. (2018). Hızlı otomatik isimlendirme testinin Türkçeye uyarlanması. Boğaziçi Üniversitesi Eğitim Dergisi, 35 (2), 67-83.
  • Bowers, P. G., & Wolf, M. (1993). Theoretical links between naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5 (1), 69-85.
  • Bowers, P. G., & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51 (2), 195-219.
  • Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301(5899), 419-421.
  • Bryant, P. E., & Bradley, L. (1980). Why children sometimes write words which they do not read. In U. Frith (Ed.), Cognitive processes in spelling (pp. 355-370). Orlando, FL: Academic Press.
  • Caravolas, M., & Samara, A. (2015). Learning to read and spell words in different writing systems. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 326-343). New York, NY, Oxford University Press.
  • Caravolas, M., Hulme, C., & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45 (4), 751–774.
  • 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 (2), 107–139.
  • Cornwall, A. (1992). The relationship of phonological awareness, rapid naming, and verbal memory to severe reading and spelling disability. Journal of Learning Disabilities, 25 (8), 532-538.
  • de Jong, P.F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6 (1), 51-77.
  • Denckla, M. B., & Rudel, R. G. (1974). Rapid automatized naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10 (2), 186-202.
  • Denckla, M. B., & Rudel, R. G. (1976a). Naming of objects by dyslexic and other learning disabled children. Brain and Language, 3 (1), 1-15.
  • Denckla, M. B., & Rudel, R. G. (1976b). Rapid automatized naming (R.A.N): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14 (4), 471-479.
  • Eme, E., & Golder, C. (2005). Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way? Reading and Writing: An Interdisciplinary Journal, 18 (2), 157-188.
  • Fletcher-Flinn, C. M. , Shankweiler, D., & Frost, S. J. (2004). Coordination of reading and spelling in early literacy development: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17, 617-644.
  • Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling (pp. 495-515). London: Academic Press.
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall & M. Coltheart (Eds.), Surface dyslexia (pp. 301-330). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and U.S./Australian children. Dyslexia,16 (2), 119–142.
  • Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross linguistic longitudinal study. Learning and Individual Differences, 21 (1), 85–96.
  • Gentry, J. R. (1982). An analysis of developmental spelling in "GNYS AT WORK". The Reading Teacher, 36, 192-200.
  • Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25 (2), 321–346.
  • Gillon, G. T. (2007). Phonological awareness: From research to practice. New York: Guilford.
  • Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. East Sussex: Erlbaum.
  • Goswami, U., Ziegler, J., & Richardson, U. (2006). The effects of spelling consistency on phonological awareness: A comparison of English and German. Journal of Experimental Child Psychology, 92 (4), 345-365.
  • Joshi, R. M. & Aaron, P. G. (2006.), Handbook of orthography and literacy (pp. 63-79). Mahwah, NJ: Erlbaum.
  • Kirby, J. R., Parrila, R., & Pfeiffer, S. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95 (3), 453–464.
  • Landerl, K., & Wimmer, H. (2008) Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161.
  • Lehtonen, A. (2006). The sources of information children use in learning to spell: The case of Finnish geminates. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 63-79). Mahwah, NJ: Erlbaum.
  • Muter, V., Hulme, C., Snowling, M., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40 (5), 665-681.
  • Nikolopoulos, D., Goulandris, N., Hulme, C., & Snowling, M. J. (2006). The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study. Journal of Experimental Child Psychology, 94 (1), 1-17.
  • Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452.
  • Otto, B. (2008). Literacy development in early childhood: reflective teaching for birth to age eight. New Jersey: Pearson Education.
  • Öney, B., & Durgunoglu, A. Y. (1997). Learning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18 (1), 1-15.
  • Pefetti, C. A. (1997). The psycholinguistics of spelling and reading. In Perfetti, C. A., Rieben, L., & Fayol, M. (Eds.). Learning to spell: research, theory and practice across languages (pp. 21-38). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53 (2), 287–292.
  • Savage, R., Pillay, V., & Melidona, S. (2008). Rapid serial naming is a unique predictor of spelling in children. Journal of Learning Disabilities, 41 (3), 235−250.
  • Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94 (2), 143-174.
  • Sönmez, E. (2015). An investigation of spelling skills in Turkish: The role of phonological encoding and rapid naming in the literacy skills of third and fourth graders. (Unpublished MA Dissertation). Boğaziçi University. Istanbul.
  • Stainthorp, R., Powell, D., & Stuart, M. (2014). Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3), 192-207.
  • Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S. R., & Hecht, S.A. (1997). Contributions of phonological awareness and rapid autonomic naming ability to the growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1, 161-185.
  • Verhagen, W., Aarnoutse, C., & Leeuwe, J. (2010). Spelling and word recognition in Grades 1 and 2: Relations to phonological awareness and naming speed in Dutch children. Applied Psycholinguistics, 31 (1), 59-80.
  • Wagner, R., Torgesen, J., Rashotte, C., Hecht, S., Barker, T., Burgess, S., Donahue, J. & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33 (3), 468-79.
  • Wimmer, H. Landerl, K. Frith, U. (1999). Learning to read German: Normal and impaired acquisition. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective. (pp. 34–50). Cambridge: Cambridge University Press.
  • Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology, 94 (2), 272–277.
  • Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92 (4), 668-680.
  • Wolf, M., & Bowers, P. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91 (1), 1-24.

The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish

Year 2020, , 757 - 774, 24.06.2020

Yeliz Yılmaz Korkmaz Nalan Babür , Belma Haznedar

https://doi.org/10.17263/jlls.759293

Abstract

This study explores reading and spelling development of Turkish-speaking children in Grade 1 and 2. We examined predictors of word spelling and reading skills as well as the developmental relationship between spelling and reading abilities. Our major focus was on the role of phonological encoding skills and rapid automatized naming (RAN) in reading and spelling. Data were gathered from 71 students and analyzed quantitatively. The results showed that phonological encoding was a significant predictor of spelling skills while RAN was a strong predictor of reading skills in Turkish. Besides, phonological encoding significantly contributed to the reading skills of the second graders while it did not account for significant amounts of variance in word reading ability of the first graders.

Keywords

reading; spelling; phonological encoding; rapid automatized naming; Turkish

References

  • Aarnoutse, C., van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Review and Research, 11, 253–275.
  • Aidinis, A., & Nunes, T. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1-2), 145-177.
  • Babayigit, S., & Stainthorp, R. (2007). Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30 (4), 394-413.
  • Babayigit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 23 (5), 539-568.
  • Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103 (1), 169-189.
  • Badian, N. A. (1993). Phonemic awareness, naming, visual symbol processing, and reading. Reading and Writing: An Interdisciplinary Journal, 5 (1), 87–100.
  • Bakir, H., & Babür, N. (1-3 Ekim, 2009). Türkçe Hızlı Otomatik İsimlendirme (HOTI) Testleri’nin Geliştirilmesi ve Ön Bulgular, Bildiri, 18. Ulusal Eğitim Bilimleri Konferansı. Selçuk, Izmir.
  • Bakır, H., & Babür, N. (2018). Hızlı otomatik isimlendirme testinin Türkçeye uyarlanması. Boğaziçi Üniversitesi Eğitim Dergisi, 35 (2), 67-83.
  • Bowers, P. G., & Wolf, M. (1993). Theoretical links between naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5 (1), 69-85.
  • Bowers, P. G., & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51 (2), 195-219.
  • Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301(5899), 419-421.
  • Bryant, P. E., & Bradley, L. (1980). Why children sometimes write words which they do not read. In U. Frith (Ed.), Cognitive processes in spelling (pp. 355-370). Orlando, FL: Academic Press.
  • Caravolas, M., & Samara, A. (2015). Learning to read and spell words in different writing systems. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 326-343). New York, NY, Oxford University Press.
  • Caravolas, M., Hulme, C., & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45 (4), 751–774.
  • 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 (2), 107–139.
  • Cornwall, A. (1992). The relationship of phonological awareness, rapid naming, and verbal memory to severe reading and spelling disability. Journal of Learning Disabilities, 25 (8), 532-538.
  • de Jong, P.F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6 (1), 51-77.
  • Denckla, M. B., & Rudel, R. G. (1974). Rapid automatized naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10 (2), 186-202.
  • Denckla, M. B., & Rudel, R. G. (1976a). Naming of objects by dyslexic and other learning disabled children. Brain and Language, 3 (1), 1-15.
  • Denckla, M. B., & Rudel, R. G. (1976b). Rapid automatized naming (R.A.N): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14 (4), 471-479.
  • Eme, E., & Golder, C. (2005). Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way? Reading and Writing: An Interdisciplinary Journal, 18 (2), 157-188.
  • Fletcher-Flinn, C. M. , Shankweiler, D., & Frost, S. J. (2004). Coordination of reading and spelling in early literacy development: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17, 617-644.
  • Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling (pp. 495-515). London: Academic Press.
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall & M. Coltheart (Eds.), Surface dyslexia (pp. 301-330). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and U.S./Australian children. Dyslexia,16 (2), 119–142.
  • Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross linguistic longitudinal study. Learning and Individual Differences, 21 (1), 85–96.
  • Gentry, J. R. (1982). An analysis of developmental spelling in "GNYS AT WORK". The Reading Teacher, 36, 192-200.
  • Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25 (2), 321–346.
  • Gillon, G. T. (2007). Phonological awareness: From research to practice. New York: Guilford.
  • Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. East Sussex: Erlbaum.
  • Goswami, U., Ziegler, J., & Richardson, U. (2006). The effects of spelling consistency on phonological awareness: A comparison of English and German. Journal of Experimental Child Psychology, 92 (4), 345-365.
  • Joshi, R. M. & Aaron, P. G. (2006.), Handbook of orthography and literacy (pp. 63-79). Mahwah, NJ: Erlbaum.
  • Kirby, J. R., Parrila, R., & Pfeiffer, S. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95 (3), 453–464.
  • Landerl, K., & Wimmer, H. (2008) Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161.
  • Lehtonen, A. (2006). The sources of information children use in learning to spell: The case of Finnish geminates. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 63-79). Mahwah, NJ: Erlbaum.
  • Muter, V., Hulme, C., Snowling, M., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40 (5), 665-681.
  • Nikolopoulos, D., Goulandris, N., Hulme, C., & Snowling, M. J. (2006). The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study. Journal of Experimental Child Psychology, 94 (1), 1-17.
  • Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452.
  • Otto, B. (2008). Literacy development in early childhood: reflective teaching for birth to age eight. New Jersey: Pearson Education.
  • Öney, B., & Durgunoglu, A. Y. (1997). Learning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18 (1), 1-15.
  • Pefetti, C. A. (1997). The psycholinguistics of spelling and reading. In Perfetti, C. A., Rieben, L., & Fayol, M. (Eds.). Learning to spell: research, theory and practice across languages (pp. 21-38). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53 (2), 287–292.
  • Savage, R., Pillay, V., & Melidona, S. (2008). Rapid serial naming is a unique predictor of spelling in children. Journal of Learning Disabilities, 41 (3), 235−250.
  • Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94 (2), 143-174.
  • Sönmez, E. (2015). An investigation of spelling skills in Turkish: The role of phonological encoding and rapid naming in the literacy skills of third and fourth graders. (Unpublished MA Dissertation). Boğaziçi University. Istanbul.
  • Stainthorp, R., Powell, D., & Stuart, M. (2014). Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3), 192-207.
  • Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S. R., & Hecht, S.A. (1997). Contributions of phonological awareness and rapid autonomic naming ability to the growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1, 161-185.
  • Verhagen, W., Aarnoutse, C., & Leeuwe, J. (2010). Spelling and word recognition in Grades 1 and 2: Relations to phonological awareness and naming speed in Dutch children. Applied Psycholinguistics, 31 (1), 59-80.
  • Wagner, R., Torgesen, J., Rashotte, C., Hecht, S., Barker, T., Burgess, S., Donahue, J. & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33 (3), 468-79.
  • Wimmer, H. Landerl, K. Frith, U. (1999). Learning to read German: Normal and impaired acquisition. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective. (pp. 34–50). Cambridge: Cambridge University Press.
  • Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology, 94 (2), 272–277.
  • Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92 (4), 668-680.
  • Wolf, M., & Bowers, P. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91 (1), 1-24.
There are 53 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Yeliz Yılmaz Korkmaz This is me

Nalan Babür

Belma Haznedar

Publication Date June 24, 2020
Published in Issue Year 2020

Cite

APA Yılmaz Korkmaz, Y., Babür, N., & Haznedar, B. (2020). The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish. Journal of Language and Linguistic Studies, 16(2), 757-774. https://doi.org/10.17263/jlls.759293
AMA Yılmaz Korkmaz Y, Babür N, Haznedar B. The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish. Journal of Language and Linguistic Studies. June 2020;16(2):757-774. doi:10.17263/jlls.759293
Chicago Yılmaz Korkmaz, Yeliz, Nalan Babür, and Belma Haznedar. “The Role of Phonological Knowledge and Rapid Naming in the Development of Spelling and Reading in Turkish”. Journal of Language and Linguistic Studies 16, no. 2 (June 2020): 757-74. https://doi.org/10.17263/jlls.759293.
EndNote Yılmaz Korkmaz Y, Babür N, Haznedar B (June 1, 2020) The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish. Journal of Language and Linguistic Studies 16 2 757–774.
IEEE Y. Yılmaz Korkmaz, N. Babür, and B. Haznedar, “The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish”, Journal of Language and Linguistic Studies, vol. 16, no. 2, pp. 757–774, 2020, doi: 10.17263/jlls.759293.
ISNAD Yılmaz Korkmaz, Yeliz et al. “The Role of Phonological Knowledge and Rapid Naming in the Development of Spelling and Reading in Turkish”. Journal of Language and Linguistic Studies 16/2 (June 2020), 757-774. https://doi.org/10.17263/jlls.759293.
JAMA Yılmaz Korkmaz Y, Babür N, Haznedar B. The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish. Journal of Language and Linguistic Studies. 2020;16:757–774.
MLA Yılmaz Korkmaz, Yeliz et al. “The Role of Phonological Knowledge and Rapid Naming in the Development of Spelling and Reading in Turkish”. Journal of Language and Linguistic Studies, vol. 16, no. 2, 2020, pp. 757-74, doi:10.17263/jlls.759293.
Vancouver Yılmaz Korkmaz Y, Babür N, Haznedar B. The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish. Journal of Language and Linguistic Studies. 2020;16(2):757-74.