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Multiliteracy in Akshara and Alphabetic Orthographies: The Case of Punjabi, Hindi and English Learners in Primary Schools in Punjab

  • Seema GautamEmail author
  • John Everatt
  • Amir Sadeghi
  • Brigid McNeill
Chapter
Part of the Literacy Studies book series (LITS, volume 17)

Abstract

This chapter reports research on Grade 2–5 children learning to be literate in Punjabi, Hindi and English. Children (80–100 per grade) were assessed on reading comprehension, listening comprehension, non-word reading ability, phonological processing, orthographic knowledge and speed of processing in all three languages. The focus was on predictors of reading in the two akshara orthographies (Punjabi and Hindi) and the one alphabetic orthography (English). For both Punjabi and Hindi, reading comprehension was predicted by listening comprehension and decoding ability. Orthographic knowledge also predicted reading comprehension after controlling for word recognition. In English, along with listening comprehension and decoding, rapid naming and orthographic knowledge were also independent predictor of reading comprehension. Findings will be considered in terms of the development of reading across different orthographies (akshara versus alphabetic) within children learning to be literate in multiple languages.

Keywords

Akshara versus Alphabetic Listening comprehension Multiliteracy: Punjabi, Hindi, English Non-word reading Orthographic knowledge Phonological processing Reading comprehension predictors Speed of processing 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Seema Gautam
    • 1
    Email author
  • John Everatt
    • 1
  • Amir Sadeghi
    • 2
  • Brigid McNeill
    • 1
  1. 1.School of Teacher Education, College of Education, Health and Human DevelopmentUniversity of CanterburyChristchurchNew Zealand
  2. 2.Department of English Language TeachingIslamic Azad UniversityDamavandIran

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