Loading...
Cognitive precursors of reading : A cross-linguistic perspective
Landerl, Karin Castles, Anne Parrila, Rauno
Landerl, Karin
Castles, Anne
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.
Keywords
Date
2022
Type
Journal article
Journal
Scientific Studies of Reading
Book
Volume
26
Issue
2
Page Range
111-124
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open