Reading different orthographic structures in the shallow-pointed Hebrew script: a cross-grade study in elementary school

Hebrew-speaking children learn to read using a transparent, pointed writing system, but by grade three, they gradually begin using the non-pointed version of Hebrew script. The current study examined the development of reading, in the pointed script, of a nationally representative sample of children in grades two, four, and six. Rate and accuracy for four different pointed orthographic structures: letter-diacritic mark combinations, legal pseudowords, illegal pseudowords, and real words, were collected. Results show linear development for all structure types with respect to reading rate. In decoding real words and legal pseudowords, accuracy shows linear development. For illegal pseudowords and most of the letter-diacritic mark combinations, however, children in grades two and six were more accurate than those in grade four, indicating non-linear developmental trends. Results from this study support the need for both universal as well as orthography-specific models of reading development.