ABSTRACT

We review cognitive-linguistic approaches to conveying meaning, sound, and orthographic information across scripts in order to highlight the impact of variability in written and spoken language on learning to read and to write words. With examples of word recognition and word writing from different scripts, including Chinese, Arabic, Persian, and English among others, we highlight 1) characteristics and boundaries of a word and how these sometimes present challenges for reading and spelling, 2) phonological sensitivity, including phonological omissions in print, suprasegmental processing, and “distance” between spoken and written forms, vis-à-vis literacy acquisition at the word level, 3) the importance of specific types of divergent visual-orthographic knowledge for the mastery of different writing systems, and 4) expanding understanding of visual-motor skills and their role in spelling across scripts. All of these aspects of variability in different writing systems should be more broadly integrated as theoretical models and intervention methods of reading or writing are tested across different writing systems.

摘要

我们回顾了跨脚本传达意义、声音和拼写信息的认知语言方法，以突出书面和口语的可变性对学习阅读和书写单词的影响。通过来自不同文字（包括中文、阿拉伯语、波斯语和英语等）的单词识别和单词书写示例，我们强调 1）单词的特征和边界，以及这些有时如何给阅读和拼写带来挑战，2）语音敏感性，包括印刷中的语音遗漏、超音段处理和口语和书面形式之间的“距离”，相对于单词水平的读写能力，3）特定类型的不同视觉拼写知识对于掌握不同写作的重要性系统，4) 扩大对视觉运动技能及其在跨脚本拼写中的作用的理解。随着阅读或写作的理论模型和干预方法在不同的书写系统上进行测试，不同书写系统的所有这些可变性方面都应该得到更广泛的整合。