Writing Systems Research最新文献_第4页

Reading the script: How the scripts and writing systems of Ethiopian languages relate to letter and word identification 阅读文字:埃塞俄比亚语言的文字和书写系统如何与字母和单词识别相关

Writing Systems Research Pub Date : 2017-01-02 DOI: 10.1080/17586801.2016.1220354

B. Piper, Agatha J. van Ginkel

{"title":"Reading the script: How the scripts and writing systems of Ethiopian languages relate to letter and word identification","authors":"B. Piper, Agatha J. van Ginkel","doi":"10.1080/17586801.2016.1220354","DOIUrl":"https://doi.org/10.1080/17586801.2016.1220354","url":null,"abstract":"ABSTRACT Reading research suggests that script type and writing systems have a relationship with children’s ability to recognise letters, syllables and words. In Ethiopia, the scripts used for writing language differ by visual complexity and the psycholinguistic grain size of the script. The Ge’ez-script languages have alphasyllabic-based writing systems, while the Latin-script languages have phoneme-based writing systems. These differences in script and the differences in aspects of the writing system influence early reading acquisition. We exploited a large, regionally representative data set assessing a variety of early reading tasks in six Ethiopian languages to estimate the impact of script and aspects of writing system differences on early reading outcomes in the areas of letter identification, word reading, non-word decoding and story reading. We made comparisons between language outcomes using Ge’ez and Latin scripts, controlling for student background and school socio-economic status (SES). Additional analyses compared across-script and writing system differences within regions and gender. We found that Ethiopian script and writing system differences have implications for instructional methods for letter identification and word decoding.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"9 1","pages":"36 - 59"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2016.1220354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46712192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Re-evaluating merit: Multiple overlapping factors explain the evolution of numerical notations 重新评估价值:多重重叠因素解释了数字符号的演变

Writing Systems Research Pub Date : 2017-01-02 DOI: 10.1080/17586801.2016.1227688

S. Chrisomalis

引用次数: 3

What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade 是什么影响了阿拉伯语的拼写?一年级到六年级的横断面研究

Writing Systems Research Pub Date : 2017-01-02 DOI: 10.1080/17586801.2016.1218748

Ibrahim A. Asadi, R. Ibrahim, A. Khateb

引用次数: 17

Reading syllable-spaced versus word-spaced text in Hmong Daw: breaking up isn’t so hard to do 在b白苗语中阅读音节间隔和单词间隔的文本并不难做到

Writing Systems Research Pub Date : 2016-07-02 DOI: 10.1080/17586801.2016.1225562

Seth Vitrano-Wilson

引用次数: 17

When regular is not easy: Cracking the code of Irish orthography 当规则是不容易的:破解爱尔兰正字法的代码

Writing Systems Research Pub Date : 2016-07-02 DOI: 10.1080/17586801.2016.1177481

N. Stenson, T. Hickey

引用次数: 7

The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children’s literacy performance at word level 语音意识、词形意识、正字法意识和RAN与香港中文儿童字水平读写能力的关系

Writing Systems Research Pub Date : 2016-07-02 DOI: 10.1080/17586801.2016.1218747

Duo Liu, Xiaoqin Zhu

{"title":"The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children’s literacy performance at word level","authors":"Duo Liu, Xiaoqin Zhu","doi":"10.1080/17586801.2016.1218747","DOIUrl":"https://doi.org/10.1080/17586801.2016.1218747","url":null,"abstract":"ABSTRACT The present study investigated the relations between some literacy-related cognitive skills and children’s performance in Chinese reading and writing at word level. A total of 128 Hong Kong Chinese children in third and fifth grades participated in this study. Rapid automatic naming (RAN) and morphological awareness accounted for unique variance in Chinese reading accuracy and reading fluency, while RAN and phonological awareness explained unique variance in Chinese spelling, after controlling for children’s age, non-verbal IQ and vocabulary. Moreover, the effects of RAN on reading fluency and spelling, as well as the effect of phonological awareness on spelling, remained significant, whereas the effect of morphological awareness on reading fluency became non-significant when reading accuracy was further controlled. These findings underscore the importance of RAN in Chinese children’s literacy development, and the potential different contributions of metalinguistic skills to Chinese word reading and writing.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"8 1","pages":"218 - 233"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2016.1218747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60438189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Writing morphophonology, reading lexical tone: Linguistic and experimental evidence in favour of morphographic spelling in Kabiye (Togo) 书写词形音素，阅读词汇音调:卡比耶语(多哥语)词形拼写的语言学和实验证据

Writing Systems Research Pub Date : 2016-05-27 DOI: 10.1080/17586801.2016.1174655

David Roberts, Stephen L. Walter

引用次数: 17

‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study 一个具有良好阅读能力的10岁儿童的“意外”拼写困难:一个干预案例研究

Writing Systems Research Pub Date : 2016-05-23 DOI: 10.1080/17586801.2016.1159539

S. Roncoli, J. Masterson

{"title":"‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study","authors":"S. Roncoli, J. Masterson","doi":"10.1080/17586801.2016.1159539","DOIUrl":"https://doi.org/10.1080/17586801.2016.1159539","url":null,"abstract":"ABSTRACT We report a single-case intervention study of Alan, a child aged 10;04, who presented with spelling difficulty but good reading skills. Assessment of the potential cognitive functions underlying the spelling difficulty explored phonological abilities, visual memory and letter report. We also assessed print exposure and verbal memory. Results of analysis of spelling performance revealed an effect of word length on accuracy, and spelling errors involving omission, insertion, substitution and transposition of graphemes. Results of the literacy-related assessments indicated that Alan did not have a phonological or visual memory deficit, but he showed impaired performance in the letter-report task when asked to report all the letters in the five-item test array. On the basis of previous research, we hypothesised that Alan’s unexpectedly poor spelling was due to a graphemic buffer deficit. Two different interventions were employed: a lexical-orthographic programme, followed by one aimed at improving sublexical abilities. The results showed a significant increase in spelling accuracy after the lexical-orthographic intervention for the treated word set, and a small improvement for the untrained words that was significant at delayed post-intervention testing. The improvement was shown to persist over time. No improvement in spelling was observed after the sublexical intervention. The study emphasises the importance of a wide assessment in order to investigate cognitive processes underpinning spelling difficulty.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"8 1","pages":"143 - 166"},"PeriodicalIF":0.0,"publicationDate":"2016-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2016.1159539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60438313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Deep and shallow in Arabic orthography: New evidence from reading performance of elementary school native Arab readers 阿拉伯语正字法的深与浅:来自小学阿拉伯语母语读者阅读表现的新证据

Writing Systems Research Pub Date : 2016-02-18 DOI: 10.1080/17586801.2015.1114910

H. Taha

引用次数: 30

Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014) Aksharas, alphasylablabes, abugidas，字母表和正字法深度:对Rimzhim, Katz和Fowler的反思(2014)

Writing Systems Research Pub Date : 2016-01-02 DOI: 10.1080/17586801.2015.1016395

D. Share, P. Daniels

引用次数: 66