Cognitive processes in reading across languages

点击翻译按钮获取中文摘要

A landmark study of children learning to read in 12 European orthographies showed substantial variability, across languages, in the speed of reading acquisition (Seymour et al., 2003). Studies have also shown cross-linguistic differences in cognitive processes underlying skilled reading (summarised in Schmalz et al., 2015). Such differences are often attributed to orthographic depth. Orthographic depth refers to the transparency between print and speech: for example, English is an opaque orthography, because written units often have different pronunciations (e.g., -ough in 'tough', 'though', 'through'). European languages (and the orthographies that represent them) also differ on other variables, which have received less attention. For example, the average length of words varies (cf. the German word "Kühlschrank" and the English translation, "fridge"). There are also differences in morphological complexity. In morphologically complex languages, words often contain units which provide information about their meaning (e.g., "kühl" + "Schrank", "cooling cupboard"). To date, a comprehensive overview of these variables, and how they affect reading acquisition and cognitive processes underlying reading is missing.The aim of the current project is as follows: (1) We will quantify variables that differ across 13 European orthographies from 3 Indo-Euopean language branches,(2) We will establish which of these variables affect reading acquisition, and (3) We will study how these variables affect cognitive processes underlying reading in adulthood. The results will provide insights into language- or orthography-level variables that facilitate or impede reading processes. In the long run, this will help with developing efficient reading instruction and dyslexia mediation programmes.