Title Acquisition of reading skills : cultural constraints and cognitive universals / edited by Barbara R. Foorman and Alexander W. Siegel

Published London : Routledge, Taylor and Francis Group, 2017

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Description 1 online resource : illustrations Series Routledge revivals Routledge revivals. Contents Preface -- Introduction -- 1. Cognitive and linguistic components of reading ability. Individual differences in reading ability ; Reading ability of children ; The general nature of reading ability ; The components of general reading ability ; Ability differences in the components of reading ; The configuration of ability components ; A continuum of reading ability ; What makes a skilled reader? Cognitive and linguistic components of word knowledge ; Universals? ; Conclusion -- 2. Some reflections on verbal efficiency theory -- 3. Phonological skills and learning to read and write. Two ways of studying reading problems ; Relationships between studies of reading problems and normal reading ; The right test for a casual hypothesis ; The role of phonological and other skills in children's reading and spelling ; Categories and analogies ; Conclusion -- 4. Phonological skills and learning to read and write: reactions and implications -- 5. How do Japanese children learn to read? Orthographic and eco-cultural variables ; Japanese orthographies ; Kana-kanji differences in visual word recognition and transcription ; Experts' use of kanji in reading ; Acquisition of CJO ; From CJO to SJO ; Conclusions -- 6. Non-alphabetic codes in learning to read: the case of the Japanese -- 7. Beginning reading in Chinese and English. The Chinese writing system ; Developing the reading test ; Subjects ; Reading scores ; The search for explanations ; School variables ; Conclusions -- 8. The reading achievement game: cognitive universals and cultural constraints -- Author index Bibliography Includes bibliographical references and index Notes "Originally published in 1986. In literate societies around the world, children begin instruction in reading somewhere between the ages of five and seven years. On one level their tasks are very similar - learn the sound-symbol relationship of their languages and apply their linguistic and cognitive skills to gain meaning from print. On another level their tasks seem to vary - orthographies and sound-symbol relationships differ, and cultures' attitude towards reading and children's motivation to achieve range widely. This book considers both universal and culturally constrained aspects of the process of learning to read, with the first four chapters exemplifying cognitive universal approaches to reading, and the last four highlighting cultural constraints. It will be of use to researchers and students, as well as teachers requiring an insight into how reading skills are acquired."--Provided by publisher Subject Reading -- Cross-cultural studies Reading -- Code emphasis approaches. Japanese language -- Study and teaching (Elementary) Chinese language -- Study and teaching (Elementary) English language -- Study and teaching (Elementary) Reading -- Phonetic method. EDUCATION -- Elementary. Chinese language -- Study and teaching (Elementary) English language -- Study and teaching (Elementary) Japanese language -- Study and teaching (Elementary) Reading Reading -- Code emphasis approaches Reading -- Phonetic method Genre/Form Cross-cultural studies Form Electronic book Author Foorman, Barbara R., editor. Siegel, Alexander W., editor. ISBN 9781315144412 1315144417 9781351385763 1351385763 9781351385770 1351385771 9781351385756 1351385755

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