Learning of a formation principle for the secondary phonemic function of a syllabic orthography

Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Meissel, Kane

doi:10.1007/s11145-013-9473-0

Cited by 5 publications

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References 22 publications

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“…The burgeoning body of work from the Chinese languages has for example broadened the field, and perhaps snuffed out “alphabetism” in some domains (e.g., neural bases of reading and the preferred ordering of symbols as linear: Perfetti et al, 2010 ). Some insights are now also available from experimental work and surveys in Japanese Hiragana (e.g., Fletcher-Flinn et al, 2014 ). More recently, research in the Indic alphasyllabaries highlights the role of orthography-specific investigations in the quest for a more inclusive reading science (Nag, 2007 , 2014 ).…”

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confidence: 99%

Alphabetism and the science of reading: from the perspective of the akshara languages

Nag

2014

Front. Psychol.

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Alphabetism and the science of reading: from the perspective of the akshara languages

Nag

2014

Front. Psychol.

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“…Within Japanese hiragana there is a secondary phonemic function for which there are 36 yoo-on symbols, which are formed from some of the basic symbols that otherwise represent syllables (Coulmas, 2003 ). Beyond the application limits of other theories, Knowledge Sources theory accounted for results from training experiments on the initial learning of both Japanese beginners and second-language learners, as well as evidence from skilled hiragana readers on the generalization limits of their implicit knowledge of the formation principle for this phoneme representation within hiragana (Fletcher-Flinn et al, 2014 ). The theory has also been applied to the case of a 3-year-old precocious reader.…”

Section: What Accounts For This Failure In Application?mentioning

confidence: 99%

Discovering and accounting for limitations in applications of theories of word reading acquisition

Thompson

2014

Front. Psychol.

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“…Evidence for the induction of ISRs has been accumulating and was shown experimentally for beginner readers of English ( Thompson et al, 1996 ; Fletcher-Flinn and Thompson, 2000 , 2004 ; Fletcher-Flinn et al, 2004 ), and more recently for the acquisition of a phonemic function of hiragana, a syllabic orthography, in beginner readers of Japanese ( Fletcher-Flinn et al, 2014 ). These results indicate the possibility of a universal process of acquisition, which seems plausible if learning to read is the formation of a dynamic system ( Seidenberg, 2011 ).…”

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Learning to read as the formation of a dynamic system: evidence for dynamic stability in phonological recoding

Fletcher-Flinn

2014

Front. Psychol.

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Two aspects of dynamic systems approaches that are pertinent to developmental models of reading are the emergence of a system with self-organizing characteristics, and its evolution over time to a stable state that is not easily modified or perturbed. The effects of dynamic stability may be seen in the differences obtained in the processing of print by beginner readers taught by different approaches to reading (phonics and text-centered), and more long-term effects on adults, consistent with these differences. However, there is little direct evidence collected over time for the same participants. In this study, lexicalized (implicit) phonological processing, and explicit phonological and letter-sound skills are further examined in a precocious reader whose early development at 3 and 5 years has been extensively described (Cognition, 2000, 2004). At ages 10 and 14 years, comparisons were made with these earlier reports and skilled adult readers, using the same tasks for evidence of changes in reading processes. The results showed that along with an increase of reading accuracy and speed, her pattern of lexicalized phonological responses for reading did not change over time. Neither did her pattern of explicit phonological and letter-sound skills, aspects of which were inferior to her lexicalized phonological processing, and word reading. These results suggest dynamic stability of the word reading system. The early emergence of this system with minimal explicit skill development calls into question developmental reading theories that require such skills for learning to read. Currently, only the Knowledge Sources theory of reading acquisition can account for such findings. Consideration of these aspects of dynamic systems raise theoretical issues that could result in a paradigm shift with regard to best practice and intervention.

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Learning of a formation principle for the secondary phonemic function of a syllabic orthography

Cited by 5 publications

References 22 publications

Alphabetism and the science of reading: from the perspective of the akshara languages

Alphabetism and the science of reading: from the perspective of the akshara languages

Discovering and accounting for limitations in applications of theories of word reading acquisition

Learning to read as the formation of a dynamic system: evidence for dynamic stability in phonological recoding

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