Differences in Phonological Recoding in German- and English-Speaking Children

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Abstract
Orthographic consistency in different languages is likely to have an effect on phonological recoding skills, which are basic to the acquisition of reading. To explore this issue, we investigated word and nonword reading in German- and English-speaking 7- to 12-year-old children. Comparability of the stimuli across the 2 languages was strictly controlled: The German and English words used were common to both languages. Nonwords were derived by exchanging consonantal onsets between short words and by recombining syllables in long words. An identical set of CVCVCV nonwords was also presented to both language groups. At ages 7, 8, and 9, English-speaking children made a higher proportion of errors than their German-speaking peers when reading nonwords and words of low frequency. This was the case even when word-recognition ability was equated between the 2 language groups. By age 12, both groups had equally fast nonword-recognition latencies, but English-speaking readers were still less accurate when recoding long and complex nonwords. Only the younger English-speaking readers made substantial numbers of errors with CVCVCV nonwords. Vowels, which are the most inconsistent feature of English orthography, were often mispronounced in English but hardly ever in German, where they are consistent. Word-substitution errors occurred more frequently in English than in German. We suggest that low orthographic consistency, as in English, necessitates the use of complex and error-prone strategies in phonological recoding, whereas high consistency, as in German, allows phonological recoding into syllables on-line. This makes the teaching of phonological recoding relatively straightforward and allows the acquisition of basic reading skills to proceed at a faster pace. Differences in the teaching of reading might in turn contribute to differences in recoding skills.