Biliteracy acquisition in Kannada and English: A developmental study

Nakamura, Pooja; Koda, Keiko; Joshi, R. Malatesha

doi:10.1080/17586801.2013.855620

Cited by 23 publications

(12 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given that in most akshara orthographies children have to memorize hundreds of akshara (over 400 in Sinhala by Grade 6), it is not surprising that akshara knowledge has emerged as the strongest predictor of reading accuracy and the most common area of deficit in poor readers (e.g., Nag & Snowling, 2012). Further, syllable awareness has consistently been associated with akshara knowledge and with reading performance across the primary school years (Nag, 2007;Nag & Snowling, 2011;Nag-Arulmani, 2003;Nakamura et al, 2017;Nakamura, Koda & Joshi, 2014;Prakash, Rekha, Nigam & Karanth, 1993), whereas phoneme awareness is slow to emerge (Nag, 2007). Once it does emerge, it is concurrently associated with akshara knowledge and reading skills, although it may not predict unique variance in akshara knowledge (Nag, 2007) or word reading accuracy (Nakamura et al, 2014(Nakamura et al, , 2017 after syllable awareness is controlled.…”

Section: Phoneme-level Instructionmentioning

confidence: 99%

“…Further, syllable awareness has consistently been associated with akshara knowledge and with reading performance across the primary school years (Nag, 2007;Nag & Snowling, 2011;Nag-Arulmani, 2003;Nakamura et al, 2017;Nakamura, Koda & Joshi, 2014;Prakash, Rekha, Nigam & Karanth, 1993), whereas phoneme awareness is slow to emerge (Nag, 2007). Once it does emerge, it is concurrently associated with akshara knowledge and reading skills, although it may not predict unique variance in akshara knowledge (Nag, 2007) or word reading accuracy (Nakamura et al, 2014(Nakamura et al, , 2017 after syllable awareness is controlled. Nag and Snowling (2012) suggested that the nature of the writing system promotes syllable level representations making phoneme level processing slower to emerge.…”

Section: Phoneme-level Instructionmentioning

confidence: 99%

See 1 more Smart Citation

Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala

Wijaythilake

Parrila

Inoue

et al. 2018

Scientific Studies of Reading

View full text Add to dashboard Cite

We examined whether global instruction of complex akshara and explicit phoneme-level instruction of akshara impact the development of phoneme awareness and its association with akshara knowledge and word reading accuracy. The participants were 100 Sinhala-speaking children from Grades 4 and 5 in Sri Lanka. Phoneme awareness showed stronger growth and a significant relationship with word reading accuracy and akshara knowledge only after children received explicit phoneme-level instruction in akshara construction. Both word reading accuracy and akshara knowledge predicted phoneme awareness, but the opposite was not true. The results suggest that phoneme awareness in Sinhala is sensitive to the method of reading instruction, and, contrary to the studies in alphabetic languages, it does not have a bidirectional relationship with reading. Phoneme-level instruction 3 Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. A number of longitudinal and intervention studies have shown that phonological skills provide a critical foundation for learning to read in alphabetic orthographies and that the relationship between phonological skills and reading is bidirectional (e.g., Caravolas, Lervåg,

show abstract

Section: Phoneme-level Instructionmentioning

confidence: 99%

Section: Phoneme-level Instructionmentioning

confidence: 99%

Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala

Wijaythilake

Parrila

Inoue

et al. 2018

Scientific Studies of Reading

View full text Add to dashboard Cite

show abstract

“…This has been observed in errors committed by children with developmental disorders of reading (Gupta, ; Karanth, ). Despite the longer duration needed for mastering decoding skills in Indic writing systems, Nakamura and colleagues have shown that, similar to the findings in many other languages, about 50% of the variance in reading comprehension can be explained by decoding and listening comprehension in two of the Indian languages—Kannada and Telugu, supporting the Simple View of Reading (SVR; Nakamura, Joshi, & Ji, in press; Nakamura, Koda, & Joshi, ).…”

Section: Research On Reading Acquisition In Indiamentioning

confidence: 74%

Reading Research and Practice: Indian Perspective

Joshi

Nakamura

Singh

2017

New Directions for Child and Adolescent Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…Sound system in Kannada is alphasyllabery that represents sounds at the level of both the phoneme and the syllable simultaneously (Nag, 2014;Nag, Caravolas, & Snowling, 2010). The cognitive processes underlying reading in Kannada -an alphasyllabery language may depend on both syllabic and phonemic awareness, and English-an alphabetic language may largely depend on phonemic awareness (Nakamura, Koda, & Malatesha Joshi, 2013). However, the influence of text knowledge of Kannada on English, if any, may be subtle in the present population given the lack of exposure to Kannada texts at schools.…”

Section: Background Of the Populationmentioning

confidence: 88%

Initial and Later Procedural Learning Rates of Implicit Sequences in Good and Poor Readers of English

Sengottuvel¹

2018

Preprint

View full text Add to dashboard Cite

Children with developmental disorders of reading are argued to have procedural learning deficits, such as incompetency to learn sequences. However, the evidence is weak. Learning in procedural system undergoes at least two well-known phases, initial acquisition and later offline consolidation. And, offline sequence learning is less studied in children with reading difficulties. In the present study, we present data on initial and later learning rates of implicit sequences in a group of children with (n=22) and without (n=22) reading difficulties in English whose native language is Kannada, a structurally distinct language to English. Our population is unique and were never studied on their procedural learning. They are unique in the sense that they receive extensive literacy exposure in English (which is their L2) from very early age, however, their oral fluency in L2 and text exposure in L1 are limited. We ran an implicit serial reaction time task to test their learning rates of 10- item visuo-spatial sequences on both initial and later sessions (> 24 & < 48 hours). Findings showed that poor readers showed slower learning rates only on later learning phase, where as their learning rate on initial learning phase was comparable to good readers. Further, learning slopes did not predict literacy scores in either of the groups. The importance of examining the learning processes holistically in children with reading difficulties and the findings’ potential contribution to informing the theories arguing procedural learning deficits are discussed.

show abstract

Biliteracy acquisition in Kannada and English: A developmental study

Cited by 23 publications

References 62 publications

Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala

Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala

Reading Research and Practice: Indian Perspective

Initial and Later Procedural Learning Rates of Implicit Sequences in Good and Poor Readers of English

Contact Info

Product

Resources

About