Brāhmī-derived orthographies are typologically Āksharik but functionally predominantly alphabetic

Rimzhim, Anurag; Katz, Leonard; Fowler, Carol A.

doi:10.1080/17586801.2013.855618

Cited by 21 publications

(14 citation statements)

References 8 publications

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“…Linguistic/phonetic characteristics of the consonant Hindi akshara may provide an explanation. All the consonant akshara in Hindi have a schwa vowel /ə/ attached to them and thus produce an open-ended syllabic structure of akshara with a similar ending sound (Rimzhim, Katz, & Fowler, 2014). This particular attribute of akshara could have produced the so-called "phonological similarity effect" resulting into poor recall ability of even normal children (Baddeley, Lewis, & Vallar, 1984).…”

Section: Discussionmentioning

confidence: 99%

Developmental dyslexia in Hindi readers: Is consistent sound‐symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory

Bajre

Khan

2019

Dyslexia

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Phonological processing deficit is a hallmark of developmental dyslexia indicating a core cognitive dysfunction. Importance of working memory in reading and its association with the tasks measuring phonological processing is also debated in research. The present study investigates the role of working memory, phonological, and orthographic processing in Hindi‐speaking dyslexic children (22 dyslexic and 23 control, of Grade 4). Hindi has a consistent symbol‐sound mapping with an extensive list of visually complex graphemes. Although consistent symbol‐sound mapping facilitates reading, graphemic complexity has its cost on memory. A range of tasks measuring phonological processing, working memory, and orthographic knowledge was designed and administered. Dyslexic children scored significantly lower than controls not only on working memory tasks but also on the tasks of phonological processing and orthographic knowledge. Moreover, the difference in working memory between dyslexic and normal children was more pronounced with increased task complexity. These results highlight complex relationships between working memory, phonological and orthographic processing together with visual attentional processing in Hindi, that contribute to the reading deficits encountered by children with dyslexia. Their respective contributions are considered in the discussion with some of the visual and phonological features of Hindi orthography and their associated effects in reading.

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Section: Discussionmentioning

confidence: 99%

Developmental dyslexia in Hindi readers: Is consistent sound‐symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory

Bajre

Khan

2019

Dyslexia

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“…The Japanese orthography uses two syllabaries (hiragana, katakana) and a morphosyllabic system (kanji) borrowed from Chinese. In another example, the orthography used in Hindi is sometimes called an alphasyllabary (e.g., Bright 2000; compare with Rimzhim et al 2014) Different orthographies present readers with different kinds and qualities of information. Next, we focus on skilled readers and assess whether there are universal ways of reading and ways that are conditioned by the orthography.…”

Section: The Historical and Ontogenetic Relation Of Spoken And Writtementioning

confidence: 99%

Relations Between Reading and Speech Manifest Universal Phonological Principle

Shankweiler

Fowler

2019

Annu. Rev. Linguist.

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All writing systems represent speech, providing a means for recording each word of a message. This is achieved by symbolizing the phonological forms of spoken words as well as information conveying grammar and meaning. Alphabetic systems represent the segmental phonology by providing symbols for individual consonants and vowels; some also convey morphological units. Other systems represent syllables (typically CVs) or morphosyllables. In all cases, learning to read requires a learner to discover the forms of language that writing encodes, drawing on metalinguistic abilities that are not needed for the acquisition of speech. Therefore, learning to read is harder and rarer than acquiring speech. Research reveals that skilled readers of every studied orthography access phonological language forms automatically and early in word reading. Although reading processes differ according to the cognitive demands of specific orthographic forms, the differences are subservient to the universal phonologic principle that all readers access phonological language forms.

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“…The differences between these systems and alphabets are sufficient for us to adopt the five-way classification. For a penetrating discussion of these issues, see Share and Daniels (2016); for a contrary view of alphasyllabaries as alphabets, see Rimzhim, Katz, and Fowler (2014).…”

Section: The Written Languagesmentioning

confidence: 99%

GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages

2017

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We report a new multidimensional measure of visual complexity (GraphCom) that captures variability in the complexity of graphs within and across writing systems. We applied the measure to 131 written languages, allowing comparisons of complexity and providing a basis for empirical testing of GraphCom. The measure includes four dimensions whose value in capturing the different visual properties of graphs had been demonstrated in prior reading research-(1) perimetric complexity, sensitive to the ratio of a written form to its surrounding white space (Pelli, Burns, Farell, & Moore-Page, 2006); (2) number of disconnected components, sensitive to discontinuity (Gibson, 1969); (3) number of connected points, sensitive to continuity (Lanthier, Risko, Stolz, & Besner, 2009); and (4) number of simple features, sensitive to the strokes that compose graphs (Wu, Zhou, & Shu, 1999). In our analysis of the complexity of 21,550 graphs, we (a) determined the complexity variation across writing systems along each dimension, (b) examined the relationships among complexity patterns within and across writing systems, and (c) compared the dimensions in their abilities to differentiate the graphs from different writing systems, in order to predict human perceptual judgments (n = 180) of graphs with varying complexity. The results from the computational and experimental comparisons showed that GraphCom provides a measure of graphic complexity that exceeds previous measures in its empirical validation. The measure can be universally applied across writing systems, providing a research tool for studies of reading and writing.

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Brāhmī-derived orthographies are typologically Āksharik but functionally predominantly alphabetic

Cited by 21 publications

References 8 publications

Developmental dyslexia in Hindi readers: Is consistent sound‐symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory

Developmental dyslexia in Hindi readers: Is consistent sound‐symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory

Relations Between Reading and Speech Manifest Universal Phonological Principle

GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages

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