2001
DOI: 10.1017/s0267190501000113
|View full text |Cite
|
Sign up to set email alerts
|

The development of basic reading skills in children: a cross-language perspective

Abstract: This chapter re views recent em pirical evidence for universal and ortho graph y-or lang uage -spe cific pr oces ses in the develo pme nt of ba sic reading skills in school age children, su ggesting that universal and ortho graph y-or lang uage -spe cific pr oces ses sho uld b e cons idere d in tandem. T he review focu ses on three d ifferent aspects o f reading, pho nol ogi ca l pr oc ess ing, rap id n am ing, and mo rp hos ynta cti c co mp lex ity, targeted in recent research on development of word recogniti… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

9
73
0
6

Year Published

2008
2008
2023
2023

Publication Types

Select...
7

Relationship

0
7

Authors

Journals

citations
Cited by 137 publications
(96 citation statements)
references
References 54 publications
9
73
0
6
Order By: Relevance
“…Wang & Geva (2003) stress that logographic readers tend to access lexicons via an orthographic representation rather than phonological information (Figure 1: A) whereas alphabetic readers rely more on a direct analysis of phonological information when encoding lexical representations (Figure 1: B). In addition, some studies show that phonological awareness predicts reading ability across alphabetic languages (Geva & Wang, 2001; Keung & Ho, 2009). "In children learning to read English, the negative effect of phonological awareness deficit occurs early and affects the acquisition of phonological coding in word reading, and further slows down the build-up of the orthographic lexicon" (Geva & Wang, 2001, p. 194).…”
Section: Orthgaphic Process and Phonological Processmentioning
confidence: 99%
“…Wang & Geva (2003) stress that logographic readers tend to access lexicons via an orthographic representation rather than phonological information (Figure 1: A) whereas alphabetic readers rely more on a direct analysis of phonological information when encoding lexical representations (Figure 1: B). In addition, some studies show that phonological awareness predicts reading ability across alphabetic languages (Geva & Wang, 2001; Keung & Ho, 2009). "In children learning to read English, the negative effect of phonological awareness deficit occurs early and affects the acquisition of phonological coding in word reading, and further slows down the build-up of the orthographic lexicon" (Geva & Wang, 2001, p. 194).…”
Section: Orthgaphic Process and Phonological Processmentioning
confidence: 99%
“…Puisque les correspondances entre les graphèmes et les phonèmes du français sont multiples, il s'agit d'une langue opaque (Geva et Wang, 2001;Jaffré, 2003). Cette caractéristique du français est un obstacle à l'apprentissage de la lecture chez un élève qui a une pensée rigide.…”
Section: Instabilité De La Langue Françaiseunclassified
“…Le lecteur assimilant que la lettre g correspond au phonème [g], devra apprendre que la même lettre peut correspondre au phonème [j] lorsqu'elle est placée devant la lettre e ou la lettre i. Or, il sera difficile pour le lecteur qui a des incapacités intellectuelles de faire preuve de tant de souplesse (Geva et Wang, 2001;Jaffré, 2003). Il y a une instabilité de code (Langevin, Robichaud et Rocque, 2008), les correspondances sont instables, ce qui complexifie la tâche de décodage et est un obstacle pour l'élève qui présente des incapacités intellectuelles.…”
Section: Instabilité De La Langue Françaiseunclassified
See 2 more Smart Citations