comparison of cognitive-linguistic predictors of reading
TRANSCRIPT
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Comparison of Cognitive-linguistic Predictors of Reading Comprehension of English-Persian and
English-Arabic Bilinguals
Amir Sadeghi John Everatt
Brigid McNeill [email protected]
Islamic Azad University of Damavand
The 4th Annual Educational Psychological Forum
Massey University, Albany, Auckland, NZ 22 & 23 November 2011
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Knowledge of the skills underlying reading comprehension may help identify those who struggle with
literacy learning
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Bilinguals (English-Persian or Arabic)
- Need to learn the skills in two languages/orthographies
- Need to understand both
(and influences across languages)
- English (well-researched)
- Persian & Arabic (similar orthographies)
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Language Skills
READING
COMP
Word Decoding
English
Simple model of reading Gough & Tunmer, 1986
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Reading Comprehension
Decoding Listening Comp.
Verbal Skills Vocabulary Syntax Semantics Pragmatics
grapheme phoneme
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Phonology – literacy Relationship
• Associating written letters with sounds in language supports literacy acquisition
enables child to decode novel letter strings:
SCHOOL (SPLOOB)
(good strategy to support learning and as part of acquiring a sight vocabulary)
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Influence of orthography
• However, the association between literacy and phonology varies across language background
how simple the association is between letters and sounds varies across languages/orthographies
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Orthographic transparency More transparent
(symbol = sound
consistently)
Less transparent
(symbol – sound
correspondence
less reliable)
said – paid lint – pint have – cave tear peace/piece yacht
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Arabic orthography
» Cursive script
» 28 letters and a number of diacritical marks – three of which represent short vowel sounds in the language
» Relatively transparent with short-vowel marks (vowelized)
» Highly opaque without marks
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Persian orthography
» Cursive script
» 32 letters and a number of diacritical marks – some of which represent short vowel sounds in the language
» Relatively transparent with short-vowel marks (vowelized)
though several letters can stand for the same sound – problems for spelling
» Highly opaque without marks
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Persian/Arabic language/orthography
Complex orthography
Alphabet Menu (the characters in red don’t exist in the Arabic orthography)
ح خ د ذ چت ث ج پآ ب
س ش ص ض ط ظ ژر ز
ل م ن و گع غ ف ق ک
ه ی
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Complex orthography
• Isolated ن
• Final ـن
• Medial ـنـ
• Initial ن
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Vowelization
Shallow when fully marked (vowelized) – used
for early learning – but not for older texts
e.g. The word مشک in Persian can be read
,mæ∫k/, meaning rubber water container/مَشک
or مُشک /mu∫k/, meaning perfume
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Measures: Reading comprehension cloze and multiple-choice The cat ran after the … time mouse river Language competence listening comprehension and vocabulary e.g., TALL
Research
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Research
Measures: Phonological awareness sound deletion task Say cat without the /k/ sound ‘/at/’ Phonological decoding non-word reading spab kint grob sploob fintal trimton
سیقالپا خاندوشی نیفارو مندرار
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Research Measures: Orthographic skills word chain, matching words and non-words,
and orthographic choice monk munk nale nail Speed of processing rapid naming of letters, words, objects and
colours
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PA
Language Skills
OK
READING
COMP
Word Decoding
LC
Vo
Persian (monolingual)
Sp (age/grade related)
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PA
Language Skills
OK
READING
COMP
Word Decoding
LC
Vo
Arabic (monolingual)
M/S
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Comparisons
Persian and Arabic
• Simple model of reading
(both languages – consistent with English)
• Importance of phonological processing
(both languages – consistent with English)
• Importance of early orthographic knowledge
(particularly for Persian/Arabic)
• Influence of morpho-syntactic processing
(Arabic)
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PA (L2/1)
Language Skills
(L1 & L2)
READING
COMP
Word Decoding
(L2)
LC
Vo
Arabic (bilingual): L2-English
M/S GA
(L1 influence?)
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Implications – monolingual data Assessments of Persian and Arabic need to
consider:
• Importance of language skills
• Importance of phonological processing
• Importance of orthographic knowledge early in acquisition of literacy skills – may be due to complexity of orthography
• Influences of morpho-syntactic processing and speed of processing – former may be due to Arabic language and latter to regularity of Persian text in early learning
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Implications – bilingual data Assessments of second language acquisition
need to consider:
• Importance of language skills (both L1 and L2 may influence acquisition)
• Importance of phonological processing (L1 as well as L2 phonological skills may support L2 decoding – cross-language facilitation?)
• Influences of skills learnt in L1 on L2 acquisition (eg, morpho-syntactic processing)
• General ability factor
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English – Persian
NEXT STEP
Developing the Biscriptal Model
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Future Research
Children to be tested:
English-Persian bilingual children (N = 200) in NZ/Australia Focus on grades 2 to 5 approximately 1:1 female: male ratio Measures in Persian and English
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Bilingual English-Persian
• Moved to New Zealand/Australia as immigrants or refugees
• Attend mainstream English schools
• Attend Persian literacy classes on weekends
• English is the dominant language • Parents interviews
• Observation