Grain Size in Script and Teaching: Literacy Acquisition in Ge'ez and Latin

Autor/inn/en	Asfaha, Yonas Mesfun; Kurvers, Jeanne; Kroon, Sjaak
Titel	Grain Size in Script and Teaching: Literacy Acquisition in Ge'ez and Latin
Quelle	In: Applied Psycholinguistics, 30 (2009) 4, S.709-724 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409990087
Schlagwörter	Foreign Countries; African Languages; Reading Instruction; Syllables; Grade 1; Applied Linguistics; Psycholinguistics; Language Processing; Orthographic Symbols; Spelling; Reading Skills; Alphabets; Linguistic Theory; Comparative Analysis + Suchen Sie Ihr Suchwort? Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Leseunterricht; Silbe; School year 01; 1. Schuljahr; Schuljahr 01; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachverarbeitung; Schreibweise; Reading skill; Lesefertigkeit; Buchstabenschrift; Linguistische Theorie
Abstract	The study investigated reading in four African languages that use either syllabic Ge'ez (Tigrinya and Tigre languages) or alphabetic Latin scripts (Kunama and Saho). A sample of 385 Grade 1 children were given letter knowledge, word reading, and spelling tasks to investigate differences at the script and language levels. Results showed that the syllable based Ge'ez script was easier to learn than the phoneme-based Latin despite the bigger number of basic units in Ge'ez. Moreover, the syllable based teaching of alphabetic Saho produced better results than alphabetic teaching of Kunama. These findings are discussed using the psycholinguistic grain size theory. The outcomes confirm the importance of the availability of phonological units in learning to read. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10