The development of reading ability in children in light of the orthographic variability across-languages
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Published:
Jun 16, 2022
Keywords:
Reading ability - Reading development - Word recognition - Orthographic variability.
Main Article Content
Abstract
Reading is a complex process that involves the implementation of a set
of integrated neurocognitive operations known as the basic underpinning
of the development of reading ability in children. This development is
fundamentally based on two key aspects: A subjective aspect represented
in the individual’s cognitive processes, and an objective one which concern
the orthographic characteristics of the language being learned. Despite
the progress in understanding the development of the reading ability in
children, most studies on understanding and describing reading in general
and word recognition in particular, were mainly carried out in the context
of the Ando-European languages, while reading in Arabic language did
not receive sufficient attention. In order to highlight the effect of crosslinguistic variability on the development of reading competency, we
present in this manuscript the most recognised important linguistic and
cognitive factors underlying learning to reading, which represent the key
aspects of cross-languages differences. We focused on Arabic language in
terms of some linguistic characteristics, and their impact on the cognitive
Article Details
How to Cite
Layes, S. (2022). The development of reading ability in children in light of the orthographic variability across-languages. AL-Lisaniyyat, 28(1), 211-240. https://doi.org/10.61850/allj.v28i1.51
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References
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Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of psycholinguistic research, 36(2), pp. 89-106.
- Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(07), pp. 1259
Abu-Rabia, S., & Sammour, R. (2013). Spelling errors’ analysis of regular and dyslexic bilingual Arabic-English students. Open Journal of Modern Linguistics, 3(01), p. 58
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and writing, 16(5), pp. 423-442.
Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native. Reading and Writing, 17(7), pp. 651-690.
Ben-Dror, I., Frost, R., & Bentin, S. (1995). Orthographic representation and phonemic segmentation in skilled readers: A cross-language comparison. Psychological Science, 6(3), pp. 176-181
Bentin, S., & Frost, R. (1995). Morphological factors in visual word identication in Hebrew. In L.B. Feldman (Ed.). Morphological aspects of language processing, pp. 271–292. Hillsdale, NJ: Lawrence Erlbaum Associates Inc
Breznitz, Z., & Leikin, M. (2001). Effects of accelerated reading rate on processing words’ syntactic functions by normal and dyslexic readers: Event related potentials evidence. Journal of Genetic Psychology, 162 (3), pp. 276-96.
- Brunswick, N. (2010). Unimpaired reading development and dyslexia across different languages. In N. Brunswick, S. McDougall, & P. de Mornay Davies (Eds.), Reading and dyslexia in different orthographies pp. 131–154. Hove: Psychology Press.
Casalis, S., & Louis Alexandre, M., F. (2000). Morphological analysis, phonological analysis and learning to read French. Reading and Writing, 12, pp. 303-335
Casco, C., Tressoldi, P., & Dellantonio, A. (1998). Visual selective attention and reading efficiency are related in children. Cortex, 34, pp. 531-546
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, pp. 209– 24
Ellis, N. C., Natsume, M., Stavropoulou, K., Hoxhallari, L., Daal, V. H. P., Polyzoe, N., et al. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), pp. 438–468
Everatt, J., Smythe, I., Ocampo, D., & Gyarmathy, E. (2004). Issues in the assessment of literacy‐related difficulties across language backgrounds: A cross‐linguistic comparison. Journal of Research in Reading, 27(2), pp. 141-151
Fawcett, A., J., & Nicolson, R., I. (1999). Performance of dyslexic children on cerebellar and cognitive tests. Journal of Motor Behavior, 31(1), pp. 68-78.
Frost, R., Forster, K. I., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked-priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23 (4), pp. 829-856.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, pp. 566- 580.
Gombert, J.E. (2001). La modélisation cognitive de la lecture et ses implications pédagogiques. Psychologie Française, 46 (3), pp. 283-285.
Goswami, U. (2000). Phonological representations, reading development and dyslexia: Toward a cross-linguistic theoretical framework. Dyslexia,
- Goulandris, N. (Ed.). (2005). Dyslexia in different languages: Cross-linguistic comparisons. London: Whurr.
Hansen, G. F. (2008). Visual word recognition in Arabic: Towards a language –specific reading model. Centre for Contemporary Middle East Studies, University of Southern Denmark.
Hayes-Harb, R. (2006). Native speakers of Arabic and ESL texts: evidence for the transfer of written word identification processes. TESOL Quarterly, 40 (2), pp. 321-339.
Katz, L., & Feldman, L. B. (1983) Relation between pronunciation and recognition of printed words in deep and shallow orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, pp. 157-166.
Katz, L., & Frost, R. (1992). Reading in different orthographies: the orthographic depth hypothesis. In R. Frost, & L. Katz (Eds.), Orthography, phonology, morphology, and meaning. pp. 67-84. Amsterdam: Elsevier.
Konza, D. (2011). Research into practice: Understanding the reading process. Retrieved from: http://www.decd.sa.gov.au/literacy/files/links/ link_157541.pdf (November 2014)
Ktori, M., & Pitchford, N. J. (2008). Effect of orthographic transparency on letter position encoding: A comparison of Greek and English monoscriptal and biscriptal readers. Language and Cognitive Processes, 23(2), pp. 258–281
Landerl, K., Wimmer, H., & Frith U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, pp. 315-334.
Layes, S (2016). La dyslexie développementale: Les universaux et les spécificités orthographiques. Imp. Mansour.
- Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N.,.. Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, pp. 65-77.
Muter, V., & Snowling M, J. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33 (3), pp. 320–337.
Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N, Cappa, S. F., Cossu, G., Habib, M., Frith, C. D. & Frith, U. (2001) : Dyslexia, Cultural diversity and Biological unity. Science, 291, pp. 2165-2167.
Protopapas, A., Altani, A., and Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Exprimental Child Psychology, 116, pp. 914–929.
Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18, pp. 559-582.
Schiff, R., Katzir, T. & Shoshan, N. (2013). Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken. Annals of Dyslexia, 63 (2), pp. 171-185.
Seymour, P. (1997). Les fondations du développement orthographique et morphographique. Dans L. Riebec, M. Fayol et C.A. Perfetti (dir.) Des orthographes et leur acquisition pp. 385-403. Lausanne : Delachaux et Niestlé.
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, pp. 143-174.
- Shany, M., & Share, D. L. (2011). Subtypes of reading disability in a shallow orthography: A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew. Annals of Dyslexia, 61(1), pp. 64- 84.
Share, D. L. (2008). On the Anglo-centrism of Current Reading Research and Practice: The Perils of Overreliance on “Outlier Orthography”. Psychological Bulletin, 134, p.58.
Sheng, H.J., (2000). Cognitive model for teaching reading comprehension. English Teaching Forum, 38 (4), pp. 12-15.
Siegel, L. S. (1993). The cognitive basis of dyslexia. In: R. Pasnak & M. L. Howe (eds.), Emerging themes in cognitive development. Competences pp. 33-52. New York: Springer Verlag.
Siok, W.T. & Fletcher, P. (2001) The Role of Phonological Awareness and Visual-Orthographic Skills in Chinese Reading Acquisition. Developmental Psychology, 37, pp. 886-899.
Snowling, M. J. (2000). Dyslexia (2nd ed). Oxford: Blackwell Publishers
Sprenger-Charolles, L. & Colé, P. (2003). Lecture et Dyslexie : Approches cognitives. Paris: Dunod.
Stanovich, K. E. (1998). Refining the phonological core deficit model. Child Psychology and Psychiatry Review, 3, pp. 17-21.
- Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory and Practice in Language Studies, 3, pp. 721-727.
Torgesen, J. K, Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, pp. 276–286.
Velan, H., & Frost, R. (2011). Words with and without internal structure: What determines the nature of orthographic processing? .Cognition, 118, pp. 141-156.
Verhoeven, L., Reitsma, P., & Siegel, L. S. (2011). Cognitive and linguistic factors in reading acquisition. Reading and writing, 24(4), pp. 387–394.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, pp. 1-33.
Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition 51, pp. 91–103.
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, pp. 123- 141.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, pp. 3-29.
Ziegler, J., Pech-Georgel, C., Dufau,S., & Grainger, J. (2010). Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia? Developmental Science, 13 (4), pp. 8-14.
Abu Ahmad, Hanadi, Raphiq Ibrahim, and David L. Share. “Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2.” Handbook of Arabic literacy. Springer, Dordrecht, 2014. pp. 171-194.
Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of psycholinguistic research, 36(2), pp. 89-106.
- Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(07), pp. 1259
Abu-Rabia, S., & Sammour, R. (2013). Spelling errors’ analysis of regular and dyslexic bilingual Arabic-English students. Open Journal of Modern Linguistics, 3(01), p. 58
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and writing, 16(5), pp. 423-442.
Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native. Reading and Writing, 17(7), pp. 651-690.
Ben-Dror, I., Frost, R., & Bentin, S. (1995). Orthographic representation and phonemic segmentation in skilled readers: A cross-language comparison. Psychological Science, 6(3), pp. 176-181
Bentin, S., & Frost, R. (1995). Morphological factors in visual word identication in Hebrew. In L.B. Feldman (Ed.). Morphological aspects of language processing, pp. 271–292. Hillsdale, NJ: Lawrence Erlbaum Associates Inc
Breznitz, Z., & Leikin, M. (2001). Effects of accelerated reading rate on processing words’ syntactic functions by normal and dyslexic readers: Event related potentials evidence. Journal of Genetic Psychology, 162 (3), pp. 276-96.
- Brunswick, N. (2010). Unimpaired reading development and dyslexia across different languages. In N. Brunswick, S. McDougall, & P. de Mornay Davies (Eds.), Reading and dyslexia in different orthographies pp. 131–154. Hove: Psychology Press.
Casalis, S., & Louis Alexandre, M., F. (2000). Morphological analysis, phonological analysis and learning to read French. Reading and Writing, 12, pp. 303-335
Casco, C., Tressoldi, P., & Dellantonio, A. (1998). Visual selective attention and reading efficiency are related in children. Cortex, 34, pp. 531-546
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, pp. 209– 24
Ellis, N. C., Natsume, M., Stavropoulou, K., Hoxhallari, L., Daal, V. H. P., Polyzoe, N., et al. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), pp. 438–468
Everatt, J., Smythe, I., Ocampo, D., & Gyarmathy, E. (2004). Issues in the assessment of literacy‐related difficulties across language backgrounds: A cross‐linguistic comparison. Journal of Research in Reading, 27(2), pp. 141-151
Fawcett, A., J., & Nicolson, R., I. (1999). Performance of dyslexic children on cerebellar and cognitive tests. Journal of Motor Behavior, 31(1), pp. 68-78.
Frost, R., Forster, K. I., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked-priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23 (4), pp. 829-856.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, pp. 566- 580.
Gombert, J.E. (2001). La modélisation cognitive de la lecture et ses implications pédagogiques. Psychologie Française, 46 (3), pp. 283-285.
Goswami, U. (2000). Phonological representations, reading development and dyslexia: Toward a cross-linguistic theoretical framework. Dyslexia,
- Goulandris, N. (Ed.). (2005). Dyslexia in different languages: Cross-linguistic comparisons. London: Whurr.
Hansen, G. F. (2008). Visual word recognition in Arabic: Towards a language –specific reading model. Centre for Contemporary Middle East Studies, University of Southern Denmark.
Hayes-Harb, R. (2006). Native speakers of Arabic and ESL texts: evidence for the transfer of written word identification processes. TESOL Quarterly, 40 (2), pp. 321-339.
Katz, L., & Feldman, L. B. (1983) Relation between pronunciation and recognition of printed words in deep and shallow orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, pp. 157-166.
Katz, L., & Frost, R. (1992). Reading in different orthographies: the orthographic depth hypothesis. In R. Frost, & L. Katz (Eds.), Orthography, phonology, morphology, and meaning. pp. 67-84. Amsterdam: Elsevier.
Konza, D. (2011). Research into practice: Understanding the reading process. Retrieved from: http://www.decd.sa.gov.au/literacy/files/links/ link_157541.pdf (November 2014)
Ktori, M., & Pitchford, N. J. (2008). Effect of orthographic transparency on letter position encoding: A comparison of Greek and English monoscriptal and biscriptal readers. Language and Cognitive Processes, 23(2), pp. 258–281
Landerl, K., Wimmer, H., & Frith U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, pp. 315-334.
Layes, S (2016). La dyslexie développementale: Les universaux et les spécificités orthographiques. Imp. Mansour.
- Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N.,.. Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, pp. 65-77.
Muter, V., & Snowling M, J. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33 (3), pp. 320–337.
Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N, Cappa, S. F., Cossu, G., Habib, M., Frith, C. D. & Frith, U. (2001) : Dyslexia, Cultural diversity and Biological unity. Science, 291, pp. 2165-2167.
Protopapas, A., Altani, A., and Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Exprimental Child Psychology, 116, pp. 914–929.
Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18, pp. 559-582.
Schiff, R., Katzir, T. & Shoshan, N. (2013). Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken. Annals of Dyslexia, 63 (2), pp. 171-185.
Seymour, P. (1997). Les fondations du développement orthographique et morphographique. Dans L. Riebec, M. Fayol et C.A. Perfetti (dir.) Des orthographes et leur acquisition pp. 385-403. Lausanne : Delachaux et Niestlé.
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, pp. 143-174.
- Shany, M., & Share, D. L. (2011). Subtypes of reading disability in a shallow orthography: A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew. Annals of Dyslexia, 61(1), pp. 64- 84.
Share, D. L. (2008). On the Anglo-centrism of Current Reading Research and Practice: The Perils of Overreliance on “Outlier Orthography”. Psychological Bulletin, 134, p.58.
Sheng, H.J., (2000). Cognitive model for teaching reading comprehension. English Teaching Forum, 38 (4), pp. 12-15.
Siegel, L. S. (1993). The cognitive basis of dyslexia. In: R. Pasnak & M. L. Howe (eds.), Emerging themes in cognitive development. Competences pp. 33-52. New York: Springer Verlag.
Siok, W.T. & Fletcher, P. (2001) The Role of Phonological Awareness and Visual-Orthographic Skills in Chinese Reading Acquisition. Developmental Psychology, 37, pp. 886-899.
Snowling, M. J. (2000). Dyslexia (2nd ed). Oxford: Blackwell Publishers
Sprenger-Charolles, L. & Colé, P. (2003). Lecture et Dyslexie : Approches cognitives. Paris: Dunod.
Stanovich, K. E. (1998). Refining the phonological core deficit model. Child Psychology and Psychiatry Review, 3, pp. 17-21.
- Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory and Practice in Language Studies, 3, pp. 721-727.
Torgesen, J. K, Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, pp. 276–286.
Velan, H., & Frost, R. (2011). Words with and without internal structure: What determines the nature of orthographic processing? .Cognition, 118, pp. 141-156.
Verhoeven, L., Reitsma, P., & Siegel, L. S. (2011). Cognitive and linguistic factors in reading acquisition. Reading and writing, 24(4), pp. 387–394.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, pp. 1-33.
Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition 51, pp. 91–103.
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, pp. 123- 141.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, pp. 3-29.
Ziegler, J., Pech-Georgel, C., Dufau,S., & Grainger, J. (2010). Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia? Developmental Science, 13 (4), pp. 8-14.