To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical…

Investigates differences between college students' reading and listening processes in conjunction with variation in oral-based or literate-based language style. Finds that: listening required less cognitive effort than reading, irrespective of language style; listeners and readers alike best comprehended oral-based discourse; and that reading was…

The ultimate goal of reading is to construct text meaning based on visually encoded information. Essentially, it entails converting print into language and then to the message intended by the author. It is hardly accidental, therefore, that, in all languages, reading builds on oral language competence and that learning to read uniformly requires…

Reveals that in the average number of words per T-unit, the complexity of basal reader passages generally exceeds that of children's oral language, and that none of the basal series studied exhibited a graduated increase in average number of words per T-unit among passages in the same reader. (FL)

Reappraises conventional distinctions between oral-like and literate-like discourse, particularly Tannen's distinction between involvement focus and message focus. Treats message as an embodiment of involvement, and cohesion as an aspect of a developing writer-reader relationship. Offers speculations for rethinking "literate…

This report reviews evidence that there are differences between oral and written English that lead to differences in the skills and knowledge necessary to comprehend them. Three categories of differences are considered in an attempt to derive specific, testable hypotheses: differences in the physical nature of speech and writing, differences in…

In arguing that language as speech is to be contrasted with language as writing, this paper examines some facts about the evolution of writing systems, draws upon some experimental studies, discusses the difference between speech and writing as being one of status within human cognitive structure, and notes that the difference may help explain why…

Finds no significant differences for immediate learning for students presented material orally and those presented the same material in written form. Shows, however, that students in the oral presentation mode performed significantly better than those in the reading mode on measures of delayed learning. (FL)

This article discusses: (1) evolution of the concept of selective underachievement in reading; (2) evidence that reading disorders are linked to written language and speech problems; and (3) anatomical, physiological, and biochemical aspects of brain research. Specialized medical instruments do not yet replace good clinical observation for…

Concludes that, with the exception of number of adverb clauses per T-unit, the oral and written language of first grade children was similar in syntactic complexity. (FL)

Describes the development of an instrument that identifies what children who are just beginning first grade reading instruction know about the written language code and relates this knowledge to beginning reading achievement. (HOD)

A study investigated whether the interrelatedness of parents' storybook reading to children and their developing competence in oral and written language carried over into out-of-home care. Subjects, about 40 children ranging in age from 18 to 36 months in 4 representative daycare centers and their 4 adult teachers, were observed during planned…

This paper draws upon a theory of stories that relates particular text structures to particular affective states and then relates the affective states to story intuitions and overall judgments of liking. The first section of the paper outlines the theory as it deals with some important properties of the genre of popular stories in Western…

Current reading theory suggests that oral language skills and reading skills interact with and implement each other. Three guidelines are helpful in shaping the development of proficient readers. (1) From kindergarten on, each year should be spent moving from oral language to print. Furthermore, the move within oral language should be from…

Written for researchers and graduate students, this book--a collection of essays by cognitive scientists, socio- and psycholinguists, and English, reading, and language arts educators--explores theoretical and research questions associated with the relationships among oral and written language, listening and reading, and speaking and writing. The…