Cognitive Precursors of Reading: A Cross-Linguistic Perspective

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01