TY - JOUR
T1 - Cognitive precursors of reading
T2 - a cross-linguistic perspective
AU - Landerl, Karin
AU - Castles, Anne
AU - Parrila, Rauno
N1 - Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
PY - 2022/3/4
Y1 - 2022/3/4
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85115825374&partnerID=8YFLogxK
U2 - 10.1080/10888438.2021.1983820
DO - 10.1080/10888438.2021.1983820
M3 - Article
AN - SCOPUS:85115825374
VL - 26
SP - 111
EP - 124
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
SN - 1088-8438
IS - 2
ER -