Reading and Writing Words: A Cross-Linguistic Perspective

Autor/inn/en	McBride, Catherine; Pan, Dora Jue; Mohseni, Fateme
Titel	Reading and Writing Words: A Cross-Linguistic Perspective
Quelle	In: Scientific Studies of Reading, 26 (2022) 2, S.125-138 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McBride, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2021.1920595
Schlagwörter	Contrastive Linguistics; Psychomotor Skills; Spelling; Written Language; Suprasegmentals; Language Acquisition; Psycholinguistics; Speech Communication; Learning Processes; Barriers; Phonology; Word Recognition; Language Classification; Chinese; Semitic Languages; Indo European Languages; English; Reading Difficulties; Phoneme Grapheme Correspondence; Reading Processes; Mastery Learning; Intervention; Literacy Education; Teaching Methods + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Psychomotorische Aktivität; Schreibweise; Geschriebene Sprache; Sprachaneignung; Spracherwerb; Psycholinguistik; Learning process; Lernprozess; Fonologie; Worterkennung; Sprachtypologie; China; Chinesen; Arabisch; Hebräisch; Indoeuropäisch; English language; Englisch; Reading difficulty; Leseschwierigkeit; Leseprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We review cognitive-linguistic approaches to conveying meaning, sound, and orthographic information across scripts in order to highlight the impact of variability in written and spoken language on learning to read and to write words. With examples of word recognition and word writing from different scripts, including Chinese, Arabic, Persian, and English among others, we highlight 1) characteristics and boundaries of a word and how these sometimes present challenges for reading and spelling, 2) phonological sensitivity, including phonological omissions in print, suprasegmental processing, and "distance" between spoken and written forms, vis-à-vis literacy acquisition at the word level, 3) the importance of specific types of divergent visual-orthographic knowledge for the mastery of different writing systems, and 4) expanding understanding of visual-motor skills and their role in spelling across scripts. All of these aspects of variability in different writing systems should be more broadly integrated as theoretical models and intervention methods of reading or writing are tested across different writing systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01