Cognitive precursors of reading : A cross-linguistic perspective

Journal article

Landerl, Karin, Castles, Anne and Parrila, Rauno. (2022). Cognitive precursors of reading : A cross-linguistic perspective. Scientific Studies of Reading. 26(2), pp. 111-124. https://doi.org/10.1080/10888438.2021.1983820
AuthorsLanderl, Karin, Castles, Anne and Parrila, Rauno
Abstract

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.

Year2022
JournalScientific Studies of Reading
Journal citation26 (2), pp. 111-124
PublisherRoutledge
ISSN1088-8438
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2021.1983820
Scopus EID2-s2.0-85115825374
Open accessPublished as ‘gold’ (paid) open access
Page range111-124
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Open
Output statusPublished
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Online27 Sep 2021
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Deposited26 Jul 2023
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Hebert, Megan, Zhang, Xiaozhou and Parrila, Rauno. (2018). Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties. Annals of Dyslexia. 68(1), pp. 15-24. https://doi.org/10.1007/s11881-017-0153-7
Understanding the academic motivations of students with a history of reading difficulty : An expectancy-value-cost approach
Bergey, Bradley W., Parrila, Rauno K. and Deacon, S. Hélène. (2018). Understanding the academic motivations of students with a history of reading difficulty : An expectancy-value-cost approach. Learning and Individual Differences. 67, pp. 41-52. https://doi.org/10.1016/j.lindif.2018.06.008
Is dyslexia a brain disorder?
Protopapas, Athanassios and Parrila, Rauno. (2018). Is dyslexia a brain disorder? Brain Sciences. 8(4), pp. 1-18. https://doi.org/10.3390/brainsci8040061
Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading : Evidence from Sinhala
Wijaythilake, Marasinghe A. D. K., Parrila, Rauno, Inoue, Tomohiro and Nag, Sonali. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading : Evidence from Sinhala. Scientific Studies of Reading. 22(5), pp. 420-433. https://doi.org/10.1080/10888438.2018.1466890
Phonics training for English-speaking poor readers (Review)
McArthur, Genevieve, Eve, Phillipa, Jones, Kristy, Banales, Erin, Kohnen, Saskia, Anandakumar, Thushara, Larsen, Linda, Marinus, Eva, Wang, Hua-Chen and Castles, Anne. (2018). Phonics training for English-speaking poor readers (Review). Cochrane Database of Systematic Reviews. 2018(11), p. Article CD009115. https://doi.org/10.1002/14651858.CD009115.pub3
Variations within a subtype : Developmental surface dyslexias in English
Kohnen, Saskia, Nickels, Lyndsey, Geigis, Leonie, Coltheart, Max, McArthur, Genevieve and Castles, Anne. (2018). Variations within a subtype : Developmental surface dyslexias in English. Cortex. 106, pp. 151-163. https://doi.org/10.1016/j.cortex.2018.04.008
Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners
Savage, Robert, Georgiou, George, Parrila, Rauno and Maiorino, Kristina. (2018). Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners. Scientific Studies of Reading. 22(3), pp. 225-247. https://doi.org/10.1080/10888438.2018.1427753
Examining an extended home literacy model : The mediating roles of emergent literacy skills and reading fluency
Inoue, Tomohiro, Georgiou, George K., Parrila, Rauno and Kirby, John R.. (2018). Examining an extended home literacy model : The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading. 22(4), pp. 273-288. https://doi.org/10.1080/10888438.2018.1435663
Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji
Inoue, Tomohiro, Georgiou, George K., Muroya, Naoko, Maekawa, Hisao and Parrila, Rauno. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing. 30(6), pp. 1335-1360. https://doi.org/10.1007/s11145-017-9726-4
Personalized outreach to university students with a history of reading difficulties : Early screening and outreach to support academically at-risk students
Deacon, S. Hélène, Tucker, Rebecca, Bergey, Bradley W., Laroche, Annie and Parrila, Rauno. (2017). Personalized outreach to university students with a history of reading difficulties : Early screening and outreach to support academically at-risk students. Journal of College Student Development. 58(3), pp. 432-450. https://doi.org/10.1353/csd.2017.0032
The role of morphological awareness in word reading skills in Japanese : A within-language cross-orthographic perspective
Muroya, Naoko, Inoue, Tomohiro, Hosokawa, Miyuki, Georgiou, George K., Maekawa, Hisao and Parrila, Rauno. (2017). The role of morphological awareness in word reading skills in Japanese : A within-language cross-orthographic perspective. Scientific Studies of Reading. 21(6), pp. 449-462. https://doi.org/10.1080/10888438.2017.1323906
Helping children with reading difficulties : Some things we have learned so far
McArthur, Genevieve and Castles, Anne. (2017). Helping children with reading difficulties : Some things we have learned so far. npj Science of Learning. 2(1), p. Article 7. https://doi.org/10.1038/s41539-017-0008-3
The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties
Chevalier, Thérèse M., Parrila, Rauno, Ritchie, Krista C. and Deacon, S. Hélène. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities. 50(1), pp. 34-48. https://doi.org/10.1177/0022219415588850
Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties
Bergey, Bradley W., Deacon, S. Hélène and Parrila, Rauno K.. (2017). Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties. Journal of Learning Disabilities. 50(1), pp. 81-94. https://doi.org/10.1177/0022219415597020
Low self-concept in poor readers : Prevalence, heterogeneity, and risk
McArthur, Genevieve, Castles, Anne, Kohnen, Saskia and Banales, Erin. (2016). Low self-concept in poor readers : Prevalence, heterogeneity, and risk. PeerJ. 2016(11), p. Article e2669. https://doi.org/10.7717/peerj.2669
Reading processes of university students with dyslexia – An examination of the relationship between oral reading and reading comprehension
Pedersen, Henriette Folkmann, Fusaroli, Riccardo, Lauridsen, Lene Louise and Parrila, Rauno. (2016). Reading processes of university students with dyslexia – An examination of the relationship between oral reading and reading comprehension. Dyslexia. 22(4), pp. 305-321. https://doi.org/10.1002/dys.1542
University students with reading difficulties : Do perceived supports and comorbid difficulties predict well-being and GPA?
Stack-Cutler, Holly L., Parrila, Rauno K. and Torppa, Minna. (2016). University students with reading difficulties : Do perceived supports and comorbid difficulties predict well-being and GPA? Learning Disabilities Research & Practice. 31(1), pp. 45-55. https://doi.org/10.1111/ldrp.12092
Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency
Georgiou, George K., Aro, Mikko, Liao, Chen-Huei and Parrila, Rauno. (2016). Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology. 143, pp. 48-64. https://doi.org/10.1016/j.jecp.2015.10.017
The anatomy of the RAN-reading relationship
Georgiou, George K., Parrila, Rauno and Papadopoulos, Timothy C.. (2016). The anatomy of the RAN-reading relationship. Reading and Writing. 29(9), pp. 1793-1815. https://doi.org/10.1007/s11145-016-9653-9
In search of Matthew effects in reading
Protopapas, Athanassios, Parrila, Rauno and Simos, Panagiotis G.. (2016). In search of Matthew effects in reading. Journal of Learning Disabilities. 49(5), pp. 499-514. https://doi.org/10.1177/0022219414559974