Reading in an Alphasyllabary: Implications for a Language Universal Theory of Learning to Read

Scientific Studies of Reading

Volumn 16, Issue 5, 2012, Pages 404-423

  Nag, Sonali ^a,b   Snowling, Margaret J ^a  

^a UNIVERSITY OF YORK   (United Kingdom)

^b The Promise Foundation   (India)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84864707104     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888438.2011.576352     Document Type: Article

References (44)

1. Bowey, J. A. 2005. "Predicting individual differences in learning to read". In The science of reading: A handbook, Edited by: Snowling, M. J. and Hulme, C. 155-172. Oxford, UK: Blackwell.
2. Bruck, M. 1992. Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28: 874-886.
3. Byrne, B. 1998. The foundation of literacy, Hove, UK: Psychology Press.
4. Caravolas, M. and Bruck, M. 1993. The effect of oral and written language input on children's phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55: 1-30.
5. Carroll, J., Snowling, M. J., Hulme, C. and Stevenson, J. 2003. The development of phonological awareness in pre-school children. Developmental Psychology, 39: 913-923.
6. Castles, A. and Coltheart, M. 2004. Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91: 77-111.
7. de Jong, P. F. and van der Leij, A. 2003. Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95: 22-40.
8. Deshpande, C. G. and Patwardhan, V. 2006. Raven Standard Progressive Matrices: Norms for Indian tribal areas, New Delhi, India: Manasayan.
9. Francis, D. J., Shaywitz, S. E., Karla, K. S., Shaywitz, B. A. and Fletcher, J. M. 1996. Developmental lag versus deficit models of reading disabilities: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88: 3-17.
10. Goswami, U. and Bryant, P. E. 1990. Phonological skills and learning to read, London, UK: Erlbaum.
11. Gupta, A. 2004. Reading difficulties of Hindi-speaking children with developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 17: 79-99.
12. Hanley, J. R. 2005. "Learning to read Chinese". In A science of reading: A handbook, Edited by: Hulme, C. and Snowling, M. 272-289. Oxford, UK: Blackwell.
13. Ho, C. S. and Bryant, P. 1997. Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32: 276-289.
14. Hulme, C., Snowling, M. J., Caravolas, M. and Carroll, J. 2005. Phonological awareness is (probably) one cause of success in learning to read. A comment on Castles & Coltheart. Scientific Studies of Reading, 9: 351-365.
15. Karanth, P. 2006. "The Kagunita of Kannada-Learning to read and write an Indian alphasyllabary". In Handbook of orthography and literacy, Edited by: Joshi, R. M. and Aaron, P. 389-404. Mahwah, NJ: Erlbaum.
16. Karanth, P., Mathew, A. and Kurien, P. 2004. Orthography and reading speed: Data from native readers of Kannada. Reading and Writing: An Interdisciplinary Journal, 17: 101-120.
17. Lervåg, A. and Hulme, C. 2009. Rapid naming (RAN) taps a basic constraint on the development of early reading fluency. Psychological Science, 20: 1040-1048.
18. Liao, C.-H., Georgiou, G. K. and Parrila, R. 2008. Rapid naming speed and Chinese character recognition. Reading and Writing: An Interdisciplinary Journal, 21: 231-253.
19. Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J. and Levin, I. 2010. Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21: 1117-1122.
20. Mann, V. and Wimmer, H. 2002. Phoneme awareness and pathways to literacy: A comparison of German and American children. Reading and Writing, 17: 653-682.
21. McBride-Chang, C., Bialystok, E., Chong, K. K. Y. and Li, Y. 2004. Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89: 93-111.
22. McBride-Chang, C. and Ho, C. S. 2000. Developmental issues in Chinese children's character acquisition. Journal of Educational Psychology, 92: 50-55.
23. McCrory, E. J., Mechelli, A., Frith, U. and Price, C. J. 2005. More than words: A common neural basis for reading and naming deficits in developmental dyslexia?. Brain, 128: 261-267.
24. McDougal, S., Hulme, C., Ellis, A. and Monk, A. 1994. Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58: 112-133.
25. Moll, K., Fussenegger, B., Willburger, E. and Landerl, K. 2009. RAN is not a measure of orthographic processing. Evidence from the asymmetric German orthography. Scientific Studies of Reading, 13: 1-25.
26. Morais, J., Cary, L., Alegria, J. and Bertelson, P. 1979. Does awareness of speech as a sequence of phones arise spontaneously?. Cognition, 7: 323-331.
27. Muter, V., Hulme, C., Snowling, M. J. and Stevenson, J. 2004. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40: 663-681.
28. Nag, S. 2007. Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30: 1-17.
29. Nag, S., Treiman, R. and Snowling, M. J. 2010. Learning to spell in an alphasyllabary: The case of Kannada. Writing Systems Research, 1(2): 1-12.
30. Nag-Arulmani, S. 2003. "Reading difficulties in Indian languages". In Dyslexia in different languages: Cross-linguistic comparisons, Edited by: Goulandris, N. 255-276. London, UK: Whurr.
31. Nikolopoulos, D., Goulandris, A., Hulme, C. and Snowling, M. J. 2006. The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 94: 1-17.
32. Perfetti, C. A. and Liu, Y. 2005. Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing, 18: 193-210.
33. Prakash, P., Rekha, D., Nigam, R. and Karanth, P. 1993. "Phonological awareness, orthography and literacy". In Literacy: linguistic and cognitive perspectives, Edited by: Scholes, R. 55-70. Hillsdale, NJ: Erlbaum.
34. Purushothama, G. 1994. A framework for testing Kannada reading on the basis of automaticity, rules of orthography and segmental processing, Mysore, India: Central Institute of Indian Languages.
35. Ramaa, S. 1993. Diagnosis and remediation of dyslexia: an empirical study in Kannada, an Indian language, Mysore, India: Vidyasagar Printing.
36. Seymour, P. H. K., Aro, M. and Erskine, J. M. 2003. Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94: 143-174.
37. Share, D. L. 1995. Phonological recoding and self teaching: Sine qua non of reading acquisition. Cognition, 55: 151-218.
38. Share, D. L. 2008. On the anglocentricities of current reading research and practice: The perils of overreliance on an 'outlier' orthography. Psychological Bulletin, 134: 584-615.
39. Shu, H., Peng, H. and McBride-Chang, C. 2008. Phonological awareness in young Chinese children. Developmental Science, 11(1): 171-181.
40. TPF-NIAS. 2004-2007. Language development programme, District Quality Education Programme Karnataka, India TPF-NIAS.
41. Treiman, R. and Breaux, A. M. 1982. Common phoneme and overall similarity relations among spoken syllables: Their use by children and adults. Journal of Psycholinguistic Research, 11: 569-598.
42. Vaid, J. and Gupta, A. 2002. Exploring word recognition in a semi-alphabetic script: The case of Devanagari. Brain and Language, 81: 679-690.
43. Wagner, R. C., Torgesen, J. K. and Rashotte, C. A. 1999. The Comprehensive Test of Phonological Processing, Austin, TX: Pro-.
44. Ziegler, J. C. and Goswami, U. C. 2005. Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1): 3-29.