Child and Symbol Factors in Learning to Read a Visually Complex Writing System

Autor/inn/en	Nag, Sonali; Snowling, Margaret; Quinlan, Philip; Hulme, Charles
Titel	Child and Symbol Factors in Learning to Read a Visually Complex Writing System
Quelle	In: Scientific Studies of Reading, 18 (2014) 5, S.309-324 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2014.892489
Schlagwörter	Foreign Countries; Alphabets; Orthographic Symbols; Regression (Statistics); Phonology; Naming; Phonemic Awareness; Phonemes; Measures (Individuals); Statistical Distributions; Correlation; Prediction; Predictor Variables; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Buchstabenschrift; Regression; Regressionsanalyse; Fonologie; Fonem; Messdaten; Wahrscheinlichkeitsverteilung; Korrelation; Vorhersage; Prädiktor
Abstract	In Kannada, visual features are arranged in blocks called "akshara," making this a visually more complex writing system than typical alphabetic orthographies. Akshara knowledge was assessed concurrently and 8 months later in 113 children in the first years of reading instruction (aged 4-7 years). Mixed effects logistic regression models showed that both symbol-level (visual complexity, phonological complexity, frequency) and child-level (phoneme awareness, vocabulary, rapid automatized naming) measures predicted variations in akshara knowledge. Thus predictors of akshara knowledge appear to be related to aspects of both visual and phonological processing. It is argued that the visual complexity of the Kannada script pose somewhat different challenges to the child learning to read than those reported for visually less complex orthographies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10