scholarly journals Reading acquisition reorganizes the phonological awareness network only in alphabetic writing systems

2012 ◽  
Vol 34 (12) ◽  
pp. 3354-3368 ◽  
Author(s):  
Christine Brennan ◽  
Fan Cao ◽  
Nicole Pedroarena-Leal ◽  
Chris McNorgan ◽  
James R. Booth
Author(s):  
Madadh Richey

The alphabet employed by the Phoenicians was the inheritor of a long tradition of alphabetic writing and was itself adapted for use throughout the Mediterranean basin by numerous populations speaking many languages. The present contribution traces the origins of the alphabet in Sinai and the Levant before discussing different alphabetic standardizations in Ugarit and Phoenician Tyre. The complex adaptation of the latter for representation of the Greek language is described in detail, then some brief attention is given to likely—Etruscan and other Italic alphabets—and possible (Iberian and Berber) descendants of the Phoenician alphabet. Finally, it is stressed that current research does not view the Phoenician and other alphabets as inherently simpler, more easily learned, or more democratic than other writing systems. The Phoenician alphabet remains, nevertheless, an impressive technological development worthy, especially by virtue of its generative power, of detailed study ranging from paleographic and orthographic specifications to social and political contextualization.


2019 ◽  
Author(s):  
Li Liu ◽  
James R. Booth

An important issue in dyslexia research is whether developmental dyslexia in different writing systems has a common neurocognitive basis across writing systems or whether there are specific neurocognitive alterations. In this chapter, we review studies that investigate the neurocognitive basis of dyslexia in Chinese, a logographic writing system, and compare the findings of these studies with dyslexia in alphabetic writing systems. We begin with a brief review of the characteristics of the Chinese writing system because to fully understand the commonality and specificity in the neural basis of Chinese dyslexia one must understand how logographic writing systems are structured differently than alphabetic systems.


2019 ◽  
Vol 22 (1) ◽  
pp. 1-32
Author(s):  
Aija Katriina Ahlberg ◽  
Kenneth Eklund ◽  
Suzanne C. S. A. Otieno ◽  
Lea Nieminen

Abstract This study examines the interplay between phonological awareness and orthography in Konso, a Cushitic language in Southwest Ethiopia. Thirty-two adults reading the Konso abugida but with minimal exposure to alphabetic literacy completed an orally administered phoneme deletion task. The responses were then examined using the minimal edit distance hypothesis (Wali, Sproat, Padakannaya & Bhuvaneshwari, 2009) as a framework for the analysis. The results suggest that the difficulty of a deletion was related to the way the phoneme was represented in the Konso abugida. Content-based error analysis of the incorrect responses gave indications of how Konso abugida readers’ processing of sounds is linked to Konso abugida sound-symbol relationships. The Konso language community is undergoing a change in their writing system from abugida to alphabetic writing. As abugida symbols primarily denote consonant-vowel sequences, the change requires learning new sound-symbol mappings. By examining Konso abugida readers’ phonemic awareness the study contributes to developing transfer literacy teaching methods from abugida to alphabetic writing in Konso and elsewhere.


Author(s):  
Maryam A. AlJassmi ◽  
Kayleigh L. Warrington ◽  
Victoria A. McGowan ◽  
Sarah J. White ◽  
Kevin B. Paterson

AbstractContextual predictability influences both the probability and duration of eye fixations on words when reading Latinate alphabetic scripts like English and German. However, it is unknown whether word predictability influences eye movements in reading similarly for Semitic languages like Arabic, which are alphabetic languages with very different visual and linguistic characteristics. Such knowledge is nevertheless important for establishing the generality of mechanisms of eye-movement control across different alphabetic writing systems. Accordingly, we investigated word predictability effects in Arabic in two eye-movement experiments. Both produced shorter fixation times for words with high compared to low predictability, consistent with previous findings. Predictability did not influence skipping probabilities for (four- to eight-letter) words of varying length and morphological complexity (Experiment 1). However, it did for short (three- to four-letter) words with simpler structures (Experiment 2). We suggest that word-skipping is reduced, and affected less by contextual predictability, in Arabic compared to Latinate alphabetic reading, because of specific orthographic and morphological characteristics of the Arabic script.


Author(s):  
Kathy Rastle

Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.


Regional variation, a persistent feature of Greek alphabetic writing throughout the Archaic period, has been studied since at least the late nineteenth century. The subject was transformed by the publication in 1961 of Lilian H. (Anne) Jeffery's Local Scripts of Archaic Greece (reissued with a valuable supplement by A. Johnston in 1990), based on first-hand study of more than a thousand inscriptions. Much important new evidence has emerged since 1987 (Johnston's cut-off date), and debate has continued energetically about all the central issues raised by the book: the date at which the Phoenician script was taken over and filled out with vowels; the priority of Phrygia or Greece in that takeover; whether the takeover happened once, and the resulting alphabet then spread outwards, or whether takeover occurred independently in several paces; if the takeover was a single event, the region where it occurred; if so again, the explanation for the many divergences in local script. The hypothesis that the different scripts emerged not through misunderstandings but through conscious variation has been strongly supported, and contested, in the post-Jeffery era; also largely post-Jeffery is the flourishing debate about the development and functions of literacy in Archaic Greece. Dialectology, the understanding of vocalization, and the study of ancient writing systems more broadly have also moved forwards rapidly. In this volume a team of scholars combining the various relevant expertises (epigraphic, philological, historical, archaeological) provide the first comprehensive overview of the state of the question 70 years after Jeffery's masterpiece.


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