On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography.

By D. Share. Psychological bulletin, 2008

1,020 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c0637a40368398bdaaa93304e97d90b2c233c93a

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “Share (2008) argued that although phonological awareness is important for learning to read in all alphabetic orthographies, the extreme degree of nontransparency in English has exaggerated the importance of phonological awareness for learning to read in more transparent alphabets.”
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010, background): “A study of Perry and Ziegler (2002) has shown that onset entropy and rhyme entropy values of German and English were comparable.”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “In relation to word reading, Share (2008) points out that the most influential models of word reading, such as the Dual-Route Model (e.g.”
Phonological skills and their role in learning to read: a meta-analytic review. (2012, background): “Within alphabetic scripts it has sometimes been argued that English, the most studied script, is an “outlier” in terms of the consistency with which letters in printed words map onto the phonemes in spoken words (Share, 2008).”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, background): “Bosse et al. (2007) showed that the VA span was impaired in a good number of dyslexic children (59% of the French sample, 41% of the English sample) and that the VA span deficit dissociated from phonological problems in a subgroup of the participants (44% of the French sample and 34.5% of the Englis”
Universals in Learning to Read Across Languages and Writing Systems (2021, background): “Until recently, however, research on languages other than English was too sparse to provide evidence of generality across languages and models of word identification based on English were not applicable to other languages, as pointed out by Share (2008).”
Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic (2018, background): “…is that in the fully vowelized form used with young children, it appears to be a transparent orthography, and the transparency of orthographies has been said to affect which cognitive processes contribute to reading ability, how strongly, and when (e.g., Papadopoulos et al., 2009; Share, 2008).”
Writing System Variation and Its Consequences for Reading and Dyslexia (2018, background): “, Coltheart & Crain, 2012): We disagree (Daniels, 2017; Share, 2008) and, like Perfetti (2003; Perfetti & Harris, 2013), believe there are both meaningful universals and important language-specific alongside script-specific characteristics.”
Orthographic Depth and Its Impact on Universal Predictors of Reading (2010, background): “reading development, phonological awareness, orthographic depth, rapid automatized naming Received 2/6/09; Revision accepted 7/10/09 Share (2008) recently argued that “the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, anglocentric research…”
Sampling Bias and the Problem of Generalizability in Applied Linguistics (2020, neutral): “Share (2008) offered a fascinating and somewhat disturbing discussion of the consequences, which include, among others, an undue focus on accuracy in learning to read and in defining and diagnosing dyslexia, and the adoption of pedagogies that are misplaced when learning to read in languages with…”
Contributions of phonological processing skills to reading skills in Arabic speaking children (2011, background): “shallow and transparent to being deep and opaque (Abu-Rabia, 2000; Abu-Rabia & Siegel, 2002, 2003; Share, 2008 ).”
Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth (2011, background): “Similarly, Share (2008) claimed that “the Coltheart/Baron dual-route model . . . arose largely in response to English spelling-sound obtuseness.”