Abstract
AbstractThe effect of irregular English orthography (spelling) on foundation literacy, and in particular on alphabetic decoding, is discussed within the context of the orthographic depth hypothesis. A method for circumventing the retarding effects of traditional English orthography, based on the support provided for Chinese pupils learning their character‐based system of writing, is described. Evidence for the beneficial effects of a regularised form of English to support conventional orthography is presented in the form of a case study and a small group experiment, both carried out in a primary school in the North of England.
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