Commonalities and differences in word identification skills among learners of english as a second language

Language Learning

Volumn 55, Issue 1, 2005, Pages 71-98

  Wang, Min ^a   Koda, Keiko ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14844309349     PISSN: 00238333     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.0023-8333.2005.00290.x     Document Type: Article

References (47)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. 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(4), 381-403.
3. Akamatsu, N. (2002). A similarity in word-recognition procedures among second language readers with different first language backgrounds. Applied Psycholinguistics, 23, 117-133.
4. Baron, J., & Strawson, C. (1976). Use of orthographic and word-specific knowledge in reading words aloud. Journal of Experimental Psychology: Human Perception and Performance, 2, 386-393.
5. Battig, W. F., & Montague, W. E. (1969). Category norms for verbal items in 56 categories: A replication and extension of the Connecticut category norms. Journal of Experimental Psychology Monograph, 80(3), 1-45.
6. Besner, D., & Smith, M. C. (1992). Basic processes in reading: Is the orthographic depth hypothesis sinking? In R. Frost & L. Katz (Eds.), Orthography, morphology, and meaning (pp. 192-210). Amsterdam: Elsevier Science.
7. Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp. 151-216). New York: Academic Press.
8. Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589-608.
9. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204-256.
10. DeFrancis, J. (1989). Visible speech: The diverse oneness of writing system. Honolulu: University of Hawai'i.
11. Fang, S.-P., Horng, R.-Y., & Tzeng, O. J. L. (1986). Consistency effects in the Chinese character and pseudo-character naming task. In H. S. R. Kao & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese character (pp. 11-21). Hong Kong: University of Hong Kong, Center of Asian Studies.
12. Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Erlbaum.
13. Glushko, R. J. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 5, 674-691.
14. Gough, P. B., & Cosky, M. J. (1977). One second of reading again. In N. J. Castellan, D. B. Pisoni, & G. R. Potts (Eds.), Cognitive theory (Vol. 2, pp. 271-288). Hillsdale, NJ: Erlbaum.
15. Haynes, M., & Carr, T. H. (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 (Ed.), Reading and its development: Component skills approaches (pp. 375-421). San Diego, CA: Academic Press.
16. Hino, Y., & Lupker, S. J. (1998). The effects of word frequency for Japanese kana and kanji words in naming and lexical decisions: Can the dualroute model save the lexical selection account. Journal of Experimental Psychology: Human Perception and Performance, 24, 1431-1453.
17. Holm, A., & Dodd, B. (1996). The effect of first written language on the acquisition of English literacy. Cognition, 59(2), 119-147.
18. Hue, C. W. (1992). Recognition processing in character naming. In H. C. Chen & O. J. L. Tzeng (Eds.), Language processing in Chinese (pp. 93-107). Amsterdam: North-Holland.
19. International Phonetic Association (1996). Reproduction of the International Phonetic Alphabet. Retrieved from http://www.arts.gla.ac.uk/ipa/ ipachart.html
20. Jackson, N. E., Lu, W. H., & Ju, D. (1994). Reading Chinese and reading English: Similarities, differences, and second-language reading. In V. W. Berninger (Ed.), The varieties of orthographic knowledge 1: Theoretical and developmental issues. Neuropsychology and cognition (Vol. 8, pp. 73-109). Norwell, MA: Kluwer Academic.
21. Juffe, A. (2001). Psycholinguistically oriented second language research. Annual Review of Applied Linguistics, 21, 207-220.
22. Koda, K. (1999). Developing L2 intraword orthographic sensitivity and decoding skills. Modern Language Journal, 83(1), 51-64.
23. Koda, K. (2000). Cross-linguistic variations in L2 morphological awareness. Applied Psycholinguistics, 21, 297-320.
24. Kucera, H., & Francis, W. N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
25. Mattingly, I. G. (1992). Linguistic awareness and orthographic form. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 11-26). Amsterdam: Elsevier Science.
26. Morton, J. (1969). Interaction of information in word recognition. Psychological Review, 76(2), 165-178.
27. Muljani, D., Koda, K., & Moates, D. R. (1998). The development of word recognition in a second language. Applied Psycholinguistics, 19(1), 99-113.
28. Peng, D. L., Yang, H., & Chen, Y. (1994). Consistency and phonetic independence effects in naming task of Chinese phonograms. In Q. J. Jing & H. C. Zhang (Eds.), Information processing of Chinese language (pp. 26-41). Beijing, China: Beijing Normal University Press.
29. Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In C. Brown & P. Hagoot (Eds.), The neurocognition of language (pp. 167-208). New York: Oxford University Press.
30. Perfetti, C. A., & Hart, L. A. (2001). The lexical basis of comprehension skill. In D. Gorfein (Ed.), On the consequences of meaning selection: Perspectives on resolving lexical ambiguity (pp. 67-86). Washington, DC: American Psychiatric Association Press.
31. Perfetti, C. A., & Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 24-33.
32. Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103(1), 56-115.
33. Psychology Software, Inc. (2001). E-Prime [Computer software]. Pittsburgh, PA: Author.
34. Rosch, E., & Mervis, C. B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573-605.
35. Seidenberg, M. S. (1985). The time course of phonological code activation in two writing systems. Cognition, 19, 1-30.
36. Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568.
37. Seidenberg, M. S., Waters, G. S., & Barnes, M. (1984). When does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 23, 383-404.
38. Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32(1), 78-89.
39. Shu, H., Anderson, R. C., & Wu, N. N. (2000). Phonetic awareness: Knowledge of orthography-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92(1), 56-62.
40. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
41. Stanovich, K. E., & Bauer, D. E. (1978). Experiments on the spelling-to-sound regularity effect in word recognition. Memory and Cognition, 6, 410-415.
42. Taraban, R., & McClelland, J. L. (1987). Conspiracy effects in word recognition. Journal of Memory and Language, 26, 608-631.
43. Visser, T. A. W., & Besner, D. (2001). On the dominance of whole-word knowledge in reading aloud. Psychonomic Bulletin and Review, 8(3), 560-567.
44. Wang, M., & Geva, E. (2003). Spelling performance of Chinese ESL children: Lexical and visual-orthographic processes. Applied Psycholinguistics, 24, 1-25.
45. Wang, M., Koda, K., & Perfetti, C. A. (2003). Alphabetic and non-alphabetic LI effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition, 87, 129-149.
46. Waters, G. S., & Seidenberg, M. S. (1985). Spelling-sound effects in reading: Time course and decision criteria. Memory and Cognition, 13, 557-572.
47. Zhu, X. (1988). Analysis of the cuing function of the phonetic in modern Chinese [in Chinese]. In Proceedings of the Symposium on Chinese Language and Character (pp. 85-104). Beijing, China: Guang Ming Daily Press.