Literaturnachweis - Detailanzeige
Autor/inn/en | Landerl, Karin; Castles, Anne; Parrila, Rauno |
---|---|
Titel | Cognitive Precursors of Reading: A Cross-Linguistic Perspective |
Quelle | In: Scientific Studies of Reading, 26 (2022) 2, S.111-124 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Parrila, Rauno) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8438 |
DOI | 10.1080/10888438.2021.1983820 |
Schlagwörter | Contrastive Linguistics; Alphabets; Written Language; Morphology (Languages); Phonology; Metalinguistics; Naming; Reading Skills; Correlation; Preschool Children; Orthographic Symbols; English; Second Languages; Language Classification; Reading Research; Reading Rate Linguistics; Kontrastive Linguistik; Buchstabenschrift; Geschriebene Sprache; Morphology; Morphologie; Fonologie; Metalanguage; Metasprache; Reading skill; Lesefertigkeit; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English language; Englisch; Second language; Zweitsprache; Sprachtypologie; Leseforschung; Reading readiness; Reading speed; Lesegeschwindigkeit |
Abstract | In this paper, we survey current evidence on cognitive precursors of reading in different orthographies by reviewing studies with a cross-linguistic research design. Graphic symbol knowledge, phonological awareness, morphological awareness, and rapid automatized naming were found to be associated with reading acquisition in all orthographies investigated. However, apart from rapid naming, this association is mostly interactive, meaning that young children develop their symbol knowledge, and phonological and morphological awareness during reading development. Especially for phonological awareness, cross-linguistic evidence involving phonologically transparent orthographies, both alphabetic and non-alphabetic, suggests that it may be less of a hurdle than in the complex English orthography. Cross-linguistic research designs can be a useful methodological approach to test limits of reading theories that were initially developed for alphabetic orthographies. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |