Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals

Bhide, Adeetee; Gadgil, Soniya; Zelinsky, Courtney M.; Perfetti, Charles A.

doi:10.1080/17586801.2013.855619

Cited by 18 publications

(10 citation statements)

References 8 publications

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“…However, depending on word context, the schwa may not be pronounced, so the simple consonant can represent a phoneme. See Bhide, Gadgil, Zelinsky, & Perfetti (2014) They could press the speaker to hear it again. The picture depicts the meaning of the word.…”

Section: Discussionmentioning

confidence: 99%

Improving Hindi decoding skills via a mobile game

et al. 2019

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Previous research with alphasyllabaries has shown that children struggle with akshara that have two or more consonants, known as complex akshara. We developed a mobile game that teaches 4th grade children Hindi decoding skills, with an emphasis on complex akshara. All of the children were second language learners of Hindi.There were two versions of the game that varied in terms of stimuli spacing (massed and distributed). We found that the game improved participants' akshara recognition and their ability to read and spell words that contain complex akshara. There is also evidence of learning in the online data; participants were able to more quickly arrive at the correct answers as the game progressed. Both versions of the game yielded equivalent levels of improvement, but participants played the massed version faster. The spacing results are interpreted using the desirable difficulties framework. Overall, the results suggest that mobile technology can effectively improve akshara knowledge.

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Section: Discussionmentioning

confidence: 99%

Improving Hindi decoding skills via a mobile game

et al. 2019

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“…Furthermore, a comprehensive theory of literacy learning will have to factor in the learning mechanisms involved in the akshara languages, particularly the role of domains such as visual memory, morphology and syntax, and several other aspects of the orthography. Some of these include non-linear symbol arrangements (Vaid and Gupta, 2002 ; Kandhadai and Sproat, 2010 ; Winskel and Perea, 2014 ), unmarked and inherent symbol features (Nag, 2007 ; Bhide et al, 2014 ), visually complex symbol sets (Nag et al, 2014 ) and word types differing because of symbol characteristics (Nag, 2014 ; Wijayathilake and Parrila, 2014 ) or morpho-orthographic characteristics (Rao et al, 2012 ). A step before the hunt for higher-order universals would be to bring focus in reading science on these kinds of particularities.…”

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confidence: 99%

Alphabetism and the science of reading: from the perspective of the akshara languages

Nag

2014

Front. Psychol.

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“…Orthographic input can influence phonological representations in both the L1 (e.g., Bhide, Gadgil, Zelinsky, & Perfetti, 2014;Ehri & Wilce, 1980) and the L2 (e.g., Bassetti & Atkinson, 2015;Escudero, Hayes-Harb, & Mitterer, 2008;Jesry, 2005;Meng, 1998;Showalter & Hayes-Harb, 2013;Young-Scholten, 1997Young-Scholten & Langer, 2015). For example, although L2 learners of Chinese generally do not omit vowels in speech, they do when those vowels are not represented in the orthography of pinyin, an alphabetic writing system that uses Roman letters to phonetically represent Chinese characters (Bassetti, 2006(Bassetti, , 2007Ye, Cui, & Lin, 1997).…”

Section: Orthographic Inputmentioning

confidence: 99%

The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts

Bhide

Ortega-Llebaría

Fraundorf

et al. 2020

Applied Psycholinguistics

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Although learning second language phonology is a difficult task, orthographic input may support the learning of difficult sound contrasts through a process known as orthographic facilitation. We extended this research by examining the effects of orthographic input together with individual differences in three different phonological learning processes, namely, the production of, perception of, and memorization of words containing three Marathi phonemic contrasts (i.e., [k-kh], [-ɖ], and [-ʈ]) by native English speakers. Moreover, because the [-ɖ] and [-ʈ] contrasts were particularly challenging in previous auditory training studies (e.g., Polka, 1991), we used cross-modal training in order to enhance learning by pairing auditory perception tasks with visual orthographic information, the amplification of relevant acoustic cues, and proprioceptive descriptions to the articulation of target phonemes. Results showed significant learning from the pre- to the posttest across tasks and contrasts, supporting the effectiveness of cross-modal training. Furthermore, incongruent orthographic input could inhibit perception, and orthographic input generally supported memory for word pronunciations. Moreover, individual differences regarding phonological skills and nonspeech auditory discrimination predicted participants’ success in different phonological learning processes. These results provide a detailed picture of the complexity between different aspects of second language phonological learning and cross-modal training.

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Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals

Cited by 18 publications

References 8 publications

Improving Hindi decoding skills via a mobile game

Improving Hindi decoding skills via a mobile game

Alphabetism and the science of reading: from the perspective of the akshara languages

The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts

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