ERIC Number: EJ1004698
Record Type: Journal
Publication Date: 2013-Apr
Abstractor: As Provided
Reference Count: 0
Orthographic Influences on Division of Labor in Learning to Read Chinese and English: Insights from Computational Modeling
Yang, Jianfeng; Shu, Hua; McCandliss, Bruce D.; Zevin, Jason D.
Bilingualism: Language and Cognition, v16 spec iss n2 p354-366 Apr 2013
Learning to read in any language requires learning to map among print, sound and meaning. Writing systems differ in a number of factors that influence both the ease and the rate with which reading skill can be acquired, as well as the eventual division of labor between phonological and semantic processes. Further, developmental reading disability manifests differently across writing systems, and may be related to different deficits in constitutive processes. Here we simulate some aspects of reading acquisition in Chinese and English using the same model for both writing systems. The contribution of semantic and phonological processing to literacy acquisition in the two languages is simulated, including specific effects of phonological and semantic deficits. Further, we demonstrate that similar patterns of performance are observed when the same model is trained on both Chinese and English as an "early bilingual". The results are consistent with the view that reading skill is acquired by the application of statistical learning rules to mappings among print, sound and meaning, and that differences in the typical and disordered acquisition of reading skill between writing systems are driven by differences in the statistical patterns of the writing systems themselves, rather than differences in cognitive architecture of the learner.
Descriptors: Reading Skills, Semantics, Reading Difficulties, Chinese, English, Orthographic Symbols, Written Language, Phonology, Language Processing, Reading Processes, Models, Bilingualism, Cognitive Mapping, Cognitive Processes, Computational Linguistics
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: firstname.lastname@example.org; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A