Abstract
The special circumstances of bilingual and second language literacy learning offer investigators an important additional vantage point from which to better understand the components of reading ability. Cross-writing system comparisons complement this perspective. Comparing writing systems and how children learn to read through the medium of each system provides for tests of a number of hypotheses currently under discussion. One particularly instructive series of tests involves the contrast between alphabetic and nonalphabetic writing systems. This review of the research will examine proposals related to the role of phonology in word identification with a special focus on the morphosyllabic/logographic Chinese orthography. A componential, or modular, approach to the study of reading ability will be evaluated in relation to claims made from different perspectives on the question of the activation of phonological representations in reading. In particular, is the Universal Phonological Principle, proposed by C. Perfetti, compatible with a modular approach to the study of reading ability?
| Original language | English (US) |
|---|---|
| Pages (from-to) | 683-711 |
| Number of pages | 29 |
| Journal | Language Learning |
| Volume | 60 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2010 |
Fingerprint
Keywords
- Bilingual literacy
- Chinese
- Modularity
- Orthographic knowledge
- Universal Phonological Principle
- Writing systems
ASJC Scopus subject areas
- Linguistics and Language
- Education
- Language and Linguistics
Cite this
A componential approach for bilingual reading and comparative writing system research : The role of phonology in Chinese writing as a test case. / Francis, Norbert.
In: Language Learning, Vol. 60, No. 4, 12.2010, p. 683-711.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A componential approach for bilingual reading and comparative writing system research
T2 - The role of phonology in Chinese writing as a test case
AU - Francis, Norbert
PY - 2010/12
Y1 - 2010/12
N2 - The special circumstances of bilingual and second language literacy learning offer investigators an important additional vantage point from which to better understand the components of reading ability. Cross-writing system comparisons complement this perspective. Comparing writing systems and how children learn to read through the medium of each system provides for tests of a number of hypotheses currently under discussion. One particularly instructive series of tests involves the contrast between alphabetic and nonalphabetic writing systems. This review of the research will examine proposals related to the role of phonology in word identification with a special focus on the morphosyllabic/logographic Chinese orthography. A componential, or modular, approach to the study of reading ability will be evaluated in relation to claims made from different perspectives on the question of the activation of phonological representations in reading. In particular, is the Universal Phonological Principle, proposed by C. Perfetti, compatible with a modular approach to the study of reading ability?
AB - The special circumstances of bilingual and second language literacy learning offer investigators an important additional vantage point from which to better understand the components of reading ability. Cross-writing system comparisons complement this perspective. Comparing writing systems and how children learn to read through the medium of each system provides for tests of a number of hypotheses currently under discussion. One particularly instructive series of tests involves the contrast between alphabetic and nonalphabetic writing systems. This review of the research will examine proposals related to the role of phonology in word identification with a special focus on the morphosyllabic/logographic Chinese orthography. A componential, or modular, approach to the study of reading ability will be evaluated in relation to claims made from different perspectives on the question of the activation of phonological representations in reading. In particular, is the Universal Phonological Principle, proposed by C. Perfetti, compatible with a modular approach to the study of reading ability?
KW - Bilingual literacy
KW - Chinese
KW - Modularity
KW - Orthographic knowledge
KW - Universal Phonological Principle
KW - Writing systems
UR - http://www.scopus.com/inward/record.url?scp=78449281921&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78449281921&partnerID=8YFLogxK
U2 - 10.1111/j.1467-9922.2010.00571.x
DO - 10.1111/j.1467-9922.2010.00571.x
M3 - Article
VL - 60
SP - 683
EP - 711
JO - Language Learning
JF - Language Learning
SN - 0023-8333
IS - 4
ER -