A Componential Approach for Bilingual Reading and Comparative Writing System Research
The Role of Phonology in Chinese Writing as a Test Case
Bibliographic Data
| ID | 4974149 |
|---|---|
| Authors | Norbert Francis (0000-0002-7941-0883, Northern Arizona University, corresponding author) |
| Year | 2010 |
| Volume | 60 |
| Issue | 4 |
| Pages | 683-711 |
| Publication date | 2010-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2010.00571.x |
| OpenAlex | W1944081700 |
| Language | EN |
| Citations received | 1 |
| References cited | 66 |
The special circumstances of bilingual and second language literacy learning offer investigators an important additional vantage point from which to better understand the components of reading ability. Cross-writing system comparisons complement this perspective. Comparing writing systems and how children learn to read through the medium of each system provides for tests of a number of hypotheses currently under discussion. One particularly instructive series of tests involves the contrast between alphabetic and nonalphabetic writing systems. This review of the research will examine proposals related to the role of phonology in word identification with a special focus on the morphosyllabic/logographic Chinese orthography. A componential, or modular, approach to the study of reading ability will be evaluated in relation to claims made from different perspectives on the question of the activation of phonological representations in reading. In particular, is the Universal Phonological Principle, proposed by C. Perfetti, compatible with a modular approach to the study of reading ability
Cognitive psychology · Focus (optics) · Learning to read · Linguistics · Literacy · Orthography · Phonology · Reading (process) · Test (biology) · Writing system · Written language · Multilingual Education and Policy · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Language Form and Language Function
The Morphology of Chinese
Visible Speech
A Neurolinguistic Theory of Bilingualism
How Psychological Science Informs the Teaching of Reading
Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems.
Components in Early Second Language Reading and Spelling
Understanding normal and impaired word reading
Understanding chinese developmental dyslexia
Alphabetic and nonalphabetic L1 effects in English word identification
Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia
Is there a causal link from phonological awareness to success in learning to read?
Cognate effects in picture naming
The Lexical Constituency Model
Properties of School Chinese
The Universal Grammar of Reading
DRC
Reading depends on writing, in Chinese
Orality and Literacy
In Critical Condition
Transfer of Reading Comprehension Skills to L2 is Linked to Mental Representations of Text and to L2 Working Memory
The components of bilingual proficiency
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
The Teaching of Spanish as a Second Language in an Indigenous Bilingual Intercultural Curriculum
Teaching and Researching Reading
Comprehension Processes in Reading
The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition
Learners' Experience of Immersion Education
Development of Phonological Awareness in Bilingual Chinese Children
Phonological Memory, Phonological Awareness, and Foreign Language Word Learning
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
In critical condition
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2012 - 2012 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |