A similarity in word-recognition procedures among second language readers with different first language backgrounds

Applied Psycholinguistics

Volumn 23, Issue 1, 2002, Pages 117-133

  Akamatsu, Nobuhiko ^a  

^a DOSHISHA UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036025114     PISSN: 01427164     EISSN: None     Source Type: Journal    
DOI: 10.1017/s0142716402000061     Document Type: Article

References (40)

1. Akamatsu, N. (1999). The effects of first language orthographic features on word recognition processing in English as a second language. Reading and Writing: An Interdisciplinary Journal, 11, 381-403.
2. Baluch, B., & Besner, D. (1991). Visual word recognition: Evidence for strategic control of lexical and nonlexical routines in oral reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 644-652.
3. Berndt R., Reggia, J., & Mitchum, C. (1987). Empirically derived probabilities for grapheme-to-phoneme correspondences in English. Behavior Research Methods, Instruments, and Computers, 19, 1-9.
4. Bernhardt, E. (1996). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex Publishing.
5. Brown, T., & Haynes, M. (1985). Literacy background and reading development in a second language. In H. Carr (Ed.), The development of reading skills (pp. 19-34). San Francisco, CA: Jossey-Bass.
6. Carello, C., Turvey, M., & Lukatela, G. (1992). Can theories of word recognition remain stubbornly nonphonological? In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 211-226). Amsterdam: Elsevier Science Publishers.
7. Carroll, J., Davies, P., & Richman, B. (1971). The American heritage word frequency book. New York: American Heritage Publishing.
8. Chikamatsu, N. (1996). The effects of L1 orthography on L2 word recognition: A study of American and Chinese learners of Japanese. Studies in Second Language Acquisition, 18, 403-432.
9. Chitiri, H.-F. (1991). The influence of language and writing system characteristics on the reading process. Unpublished doctoral dissertation, University of Toronto.
10. Chitiri, H.-F., Sun, Y., Willows, D., & Taylor, I. (1992). Word recognition in second-language reading. In R. Harris (Ed.), Cognitive processing in bilinguals (pp. 283-297). Amsterdam: Elsevier Science Publishing.
11. Favreau, M., & Segalowitz, N. (1982). Second language reading in fluent bilinguals. Applied Psycholinguistics, 3, 329-341.
12. Frost, R. (1994). Prelexical and postlexical strategies in reading: Evidence from a deep and a shallow orthography. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 116-129.
13. Frost, R., & Bentin, S. (1992). Reading consonants and guessing vowels: Visual word recognition in Hebrew orthography. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 27-44). Amsterdam: Elsevier Science Publishers.
14. Haynes, M., & Carr, T. (1990). Writing system background and second language reading: A component skills analysis of English reading by native speaker-readers of Chinese. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 375-421). Toronto: Academic Press.
15. Hindmarsh, R. (1980). Cambridge English lexicon. Cambridge: Cambridge University Press.
16. Holm, A., & Dodd, B. (1996). The effect of first written language on the acquisition of English literacy. Cognition, 59, 119-147.
17. Huang, H., & Hanley, J. (1994). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98.
18. Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology and meaning (pp. 67-84). Amsterdam: Elsevier Science Publishers.
19. Koda, K. (1988). Cognitive process in second language reading: Transfer of L1 reading skills and strategies. Second Language Research, 4, 133-156.
20. Koda, K. (1990). The use of L1 reading strategies in L2 reading: Effects of L1 orthographic structures on L2 phonological recoding strategies. Studies in Second Language Acquisition, 12, 393-410.
21. Koda, K. (1996). L2 word recognition research: A critical review. The Modern Language Journal, 80, 450-460.
22. Koda, K. (1999). Development of L2 intraword orthographic sensitivity and decoding skills. The Modern Language Journal, 83, 51-64.
23. Kucera, H., & Francis, W. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
24. Massaro, D., & Cohen, M. (1994). Visual, orthographic, phonological, and lexical influences in reading. Journal of Experimental Psychology: Human Perception and Performance, 20, 1107-1128.
25. McCusker, L., Hillinger, M., & Bias, R. (1981). Phonological recoding and reading. Psychological Bulletin, 89, 217-245.
26. Mori, Y. (1998). Effects of first language and phonological accessibility on Kanji recognition. The Modern Language Journal, 82, 69-82.
27. Morton, J., & Sasanuma, S. (1984). Lexical access in Japanese. In L. Henderson (Ed.), Orthographies and reading: Perspective from cognitive psychology, neuropsychology, and linguistics (pp. 25-42). Hillsdale, NJ: Erlbaum.
28. Muljani, D., Koda, K., & Moates, D. R. (1998). The development of word recognition in a second language. Applied Psycholinguistics, 19, 99-113.
29. Read, C., Zhang, Y.-F., Nie, H.-Y., & Ding, B.-Q. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31-44.
30. Sakamoto, T. (1976). Writing system in Japan. In J. E. Merritt (Ed.), New horizons in reading (pp. 244-268). Newark, DE: International Reading Association.
31. Segalowitz, N., & Segalowitz, S. (1993). Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition. Applied Psycholinguistics, 14, 369-385.
32. Segalowitz, S., Segalowitz, N., & Wood, A. (1998). Assessing the development of automaticity in second language word recognition. Applied Psycholinguistics, 19, 53-67.
33. Seidenberg, M. (1985). The time course of phonological code activation in two writing systems. Cognition, 19, 1-30.
34. Seidenberg, M. (1992). Beyond orthographic depth in reading: Equitable division of labor. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphonology and meaning (pp. 85-118). Amsterdam: Elsevier Science Publishers.
35. Seidenberg, M., Waters, G., Barnes, M., & Tanenhaus, M. (1984). When does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 23, 383-404.
36. Taylor, I., & Taylor, M. (1983). The psychology of reading. New York: Academic Press.
37. Tréville, M. (1996). Lexical learning and reading in L2 at the beginner level: The advantage of cognates. The Canadian Modern Language Review, 53, 173-190.
38. Van Orden, G., Johnston, J., & Hale, B. (1988). Word identification in reading proceeds from spelling to sound to meaning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 371-386.
39. Vellutino, F., Scanlon, D., & Tanzman, M. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 311-329). Baltimore, MD: Brookes.
40. Wade-Woolley, L. (1996). Language transfer in second language readers: Evidence and implications for metaphonological processing. Unpublished doctoral dissertation, University of Toronto.