Borleffs Elisabeth, Maassen Ben A M, Lyytinen Heikki, Zwarts Frans
Center for Language and Cognition Groningen, School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands.
Department of Psychology, Agora Center, University of Jyväskylä, Jyväskylä, Finland.
Front Psychol. 2019 Jan 4;9:2534. doi: 10.3389/fpsyg.2018.02534. eCollection 2018.
Reading is an essential skill in modern societies, yet not all learners necessarily become proficient readers. Theoretical concepts (e.g., the orthographic depth hypothesis; the grain size theory) as well as empirical evidence suggest that certain orthographies are easier to learn than others. The present paper reviews the literature on orthographic transparency, morphological complexity, and syllabic complexity of alphabetic languages. These notions are elaborated to show that differences in reading acquisition reflect fundamental differences in the nature of the phonological recoding and reading strategies developing in response to the specific orthography to be learned. The present paper provides a narrative, cross-linguistic and integrated literature review, thereby contributing to the development of universal reading models and at the same time pointing out the important differences between orthographies at the more detailed level. Our review also yields suggestions to devise language-specific instruction and interventions for the development of the specific reading strategies required by the characteristics of the orthography being acquired.
阅读是现代社会一项必不可少的技能，但并非所有学习者都必然能成为熟练的阅读者。理论概念（如正字法深度假说、粒度理论）以及实证证据表明，某些正字法比其他正字法更容易学习。本文回顾了有关字母语言的正字法透明度、形态复杂性和音节复杂性的文献。对这些概念进行阐述，以表明阅读习得中的差异反映了因应要学习的特定正字法而发展出的语音再编码性质和阅读策略的根本差异。本文提供了一篇叙述性的、跨语言的综合文献综述，从而有助于通用阅读模型的发展，同时在更详细的层面指出不同正字法之间的重要差异。我们的综述还提出了一些建议，以便根据所习得正字法的特点设计针对特定语言的教学方法和干预措施，来培养所需的特定阅读策略。
