Download Learning to Read Across Languages: Cross-Linguistic by Keiko Koda, Annette M. Zehler PDF

By Keiko Koda, Annette M. Zehler

This e-book systematically examines how studying to learn happens in varied languages, and in so doing, explores how literacy is discovered in a moment language via freshmen who've accomplished not less than easy examining abilities of their first language. due to quick globalization, such rookies are a wide and growing to be section of the college inhabitants around the globe, and a growing number of colleges are challenged by way of newcomers from a large choice of languages, and with particular earlier literacy reviews. To be triumphant academically those newbies needs to improve second-language literacy talents, but little is understood concerning the ways that they discover ways to learn of their first languages, or even much less approximately how the categorical nature and point in their first-language literacy impacts second-language studying improvement. This quantity offers targeted descriptions of 5 typologically assorted languages and their writing platforms, and provides comparisons of learning-to-read studies in those languages. particularly, it addresses the needful talents in studying to learn in all of the languages, how language and writing method homes impact the best way young ones learn how to learn, and the level and ways that literacy studying event in a single language can play a task in next studying improvement in one other. either universal and specified facets of literacy studying stories throughout languages are pointed out, therefore setting up a foundation for deciding upon which talents can be found for move in second-language analyzing improvement. studying to learn throughout Languages is meant for researchers and complicated scholars within the parts of second-language studying, psycholinguistics, literacy, bilingualism, and cross-linguistic concerns in language processing.

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Extra info for Learning to Read Across Languages: Cross-Linguistic Relationships in First- and Second-Language Literacy Development

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A. & Tan, L. (1998) The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(1), 101–18. Perfetti, C. A. & Liu, Y. (2005) Orthography to phonology and meaning: comparisons across and within writing systems. Reading and Writing, 193–210. Perfetti, C. , & Tan, L. H. (2005) The lexical constituency model: some implications of research on Chinese for general theories of reading. Psychological Review, 112, 43–59.

This again lends support to the notion that different strategies (alphabetic vs. whole word) possibly recruit different brain regions. Korean provides an important comparison in that it is alphabetic but quite different in appearance from the horizontal arrangement of letters seen in most alphabetic writing. Instead of a horizontal arrangement, Korean letters are configured in square blocks that correspond to syllables. 3). The Korean reader can decode words at the subsyllabic level rather than the whole word level because the orthography represents an alphabetic writing system.

Further, written English has undergone only modest spelling changes compared with the larger changes in pronunciations that the spellings map. Chinese writing, or so it has been argued, is a poor candidate for an alphabet because of its many homophones and its tone system. Observations such as these make it apparent that the language itself inevitably affects reading: first through how it has influenced writing, and second through how it affects the output—the linguistic representations—of reading.

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