Cognitive precursors of reading: a cross-linguistic perspective

Karin Landerl*, Anne Castles, Rauno Parrila

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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.

Original languageEnglish
Number of pages14
JournalScientific Studies of Reading
DOIs
Publication statusE-pub ahead of print - 27 Sep 2021

Fingerprint

Dive into the research topics of 'Cognitive precursors of reading: a cross-linguistic perspective'. Together they form a unique fingerprint.

Cite this