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Download full textIjalba, Elizabeth; Obler, Loraine K. – Reading in a Foreign Language, 2015
The Spanish writing system has consistent grapheme-to-phoneme correspondences (GPC), rendering it more transparent than English. We compared first-language (L1) orthographic transparency on how monolingual English- and Spanish-readers learned a novel writing system with a 1:1 (LT) and a 1:2 (LO) GPC. Our dependent variables were learning time,…
Descriptors: Native Language, Second Language Learning, Phoneme Grapheme Correspondence, Spanish
Direct linkEhrich, John Fitzgerald; Zhang, Lawrence Jun; Mu, Jon Congjun; Ehrich, Lisa Catherine – Language Awareness, 2013
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both…
Descriptors: Evidence, Neurology, Reading Research, Mandarin Chinese
Peer reviewedBarnitz, John G. – Reading Teacher, 1982
Examines basic properties of selected orthographies of various languages and suggests that they play a crucial role in transferring reading ability across languages, especially if the language systems are quite different. (FL)
Descriptors: Bilingualism, Language Acquisition, Language Research, Phoneme Grapheme Correspondence
Peer reviewedMorray, Marjorie K. – Reading Psychology, 1982
Investigates the extent to which phoneme and grapheme-phoneme contrasts between English and Spanish are associated with word decoding problems in Spanish speaking adults who are early readers of English. (FL)
Descriptors: Adults, Decoding (Reading), English (Second Language), Phoneme Grapheme Correspondence
Garabedian, Michele – Etudes de Linguistique Appliquee, 1978
Describes research on decoding and reading strategies involving three six-year-old migrant children learning to read in French. (AM)
Descriptors: Decoding (Reading), French, Language Instruction, Migrant Children
Peer reviewedHayes, Edmund B. – Modern Language Journal, 1988
Compares the reading processing strategies of native and proficient nonnative speakers of Chinese. At the word level natives show a phonological strategy, while nonnatives mix phonological and visual processing. At the sentence level natives mix visual and semantic strategies, and nonnatives prefer visual processing. (LMO)
Descriptors: Encoding (Psychology), Ideography, Mandarin Chinese, Native Speakers
