Universals in Learning to Read Across Languages and Writing Systems
By Ludo Verhoeven, Charles A. Perfetti. Scientific Studies of Reading, 2021
210 citations recorded by the source corpus.
ABSTRACT In this article, we provide a cross-linguistic perspective on the universals and particulars in learning to read across seventeen different orthographies. Starting from the assumption that reading reflects a learned sensitivity to the systematic relationships between the surface forms of words and their meanings, we chose a broad group of seventeen languages, representing syllabic, morphosyllabic, alphasyllabic (abugida), abjad, and alphabetic writing systems. We investigated the systematic variation among these languages in their written forms and in their mapping of writing units to language units, and demonstrated the universality of operating principles in learning to read across languages and writing systems.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/6e9887c7dc6a5656eca47736992cc95717513323
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, background): “Based on Verhoeven and Perfetti (2017), consonantal root-based writing systems, such as Arabic and Hebrew, were included in the former category.”