Abstract
Most languages on earth have at least a sort of orthography, a writing system widely used to represent the language. When a word is presented, the primary step of its identification is the orthographic visualization of that word. The main concern of this study was to investigate the effect of orthography on word recognition of Iranian EFL elementary learners. To carry out this study, fifty male and female subjects learning English in Parseen Academy of Languages in Qom province were randomly selected. The subjects were homogenized based on Cambridge Young Learners Placement Test, divided into control and experimental groups and the Longman Achievement Test was given to them. The subjects in experimental group were taught twelve words using orthography presented flash cards. The Longman Achievement Test was administered again for both groups. Statistical analysis including ANOVA, and T-test revealed that orthography had a significant effect on word recognition, was effective for visual word recognition and had effect on oral word recognition of EFL Iranian young language learners.
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