Handbook of Orthography and Literacy
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows:
Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili.
Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components.
Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research.
This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
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ability adults animacy Arabic assessed child Chinese cognitive complex consistent consonant clusters correlations correspondences cross-linguistic decoding deficit developmental dyslexia Dutch dyslexia dyslexic dyslexic children dyslexic readers effect Ehri English example factors Finnish French geminates German Goswami grade grapheme–phoneme graphemes Hangul Hebrew homophones inflections Journal kanji Kannada kindergarten Kiswahili knowledge Landerl language Lawrence Erlbaum Associates learning to read letter names letter–sound lexical linguistic literacy acquisition logographic meaning measures morphemes morphological nikud nonwords nouns orthographic depth patterns performance phonemic awareness phonological awareness phonological deficit phonological recoding poor readers predicted predictor processing pronunciation pseudowords Psycholinguistics Psychology reading acquisition reading and spelling Reading and Writing reading development reading disability reading instruction reading skills representation rime role scores script segmentation semantic sounds spelling errors spoken strategies structure suffixes syllable synthetic phonics Tamil task Treiman verbs visual vowel Wimmer word reading word recognition writing system written