Cognitive Precursors of Reading: A Cross-Linguistic Perspective

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 wi...

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Veröffentlicht in:Scientific studies of reading Jg. 26; H. 2; S. 111 - 124
Hauptverfasser: Landerl, Karin, Castles, Anne, Parrila, Rauno
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Philadelphia Routledge 04.03.2022
Routledge, Taylor & Francis Group
Schlagworte:
Alphabets
Children
Cognition
Comparative linguistics
Consciousness
Contrastive Linguistics
Correlation
English
English language
Language Classification
Language Research
Linguistics
Metalinguistics
Morphological processing
Morphology
Morphology (Languages)
Naming
Orthographic Symbols
Orthography
Phonological awareness
Phonology
Precursors
Preschool Children
Reading acquisition
Reading Instruction
Reading processes
Reading Rate
Reading Research
Reading Skills
Research design
Second Languages
Symbols
Written Language
ISSN:1088-8438, 1532-799X
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Zusammenfassung: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.
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ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2021.1983820