Reading and Writing Words: A Cross-Linguistic Perspective
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...
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| Published in: | Scientific studies of reading Vol. 26; no. 2; pp. 125 - 138 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
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Philadelphia
Routledge
04-03-2022
Routledge, Taylor & Francis Group |
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| 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. |
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| AbstractList | 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. |
| Author | Mohseni, Fateme Pan, Dora Jue McBride, Catherine |
| Author_xml | – sequence: 1 givenname: Catherine orcidid: 0000-0002-6212-3511 surname: McBride fullname: McBride, Catherine email: cmcbride@psy.cuhk.edu.hk organization: The Chinese University of Hong Kong – sequence: 2 givenname: Dora Jue surname: Pan fullname: Pan, Dora Jue organization: The Chinese University of Hong Kong – sequence: 3 givenname: Fateme surname: Mohseni fullname: Mohseni, Fateme organization: The Chinese University of Hong Kong |
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| SubjectTerms | Arabic language Barriers Chinese Chinese languages Comparative linguistics Contrastive Linguistics English Indo European Languages Intervention Language Acquisition Language Classification Learning Processes Literacy Literacy Education Mastery Learning Motor ability Oral Language Persian language Phoneme Grapheme Correspondence Phonology Psycholinguistics Psychomotor Skills Reading acquisition Reading Difficulties Reading Instruction Reading Processes Semitic Languages Speech Communication Spelling Spoken language Suprasegmentals Teaching Methods Word Recognition Writing Writing systems Written Language |
| Title | Reading and Writing Words: A Cross-Linguistic Perspective |
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