Abstract
Reading comprehension is a complex process that stems from the development of decoding and understanding the written form of a language. Reading development largely depends on the typological and orthographical features of a language. Hence, research investigating the impact of different writing systems on reading processes and acquisition is needed to inform reading models and teaching practices across language/learning contexts. Malayalam is a prominent Indic language, but has hardly been studied in reading research. Therefore, to stimulate such research, the present chapter explains the orthographical features of Malayalam, considering these in terms of cross-linguistic factors that are important for reading acquisition. The chapter then presents a review of the relevant studies in reading, focusing on akshara orthographies and those recognising metalinguistic awareness as an aspect of successful reading acquisition, particularly in multilingual contexts. The chapter ends by arguing that phoneme-based instructional strategies should be usefully applied to Malayalam, despite its akshara characteristics.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abdelhadi, S., Ibrahim, R., & Eviatar, Z. (2011). Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research, 3(2), 117–127. https://doi.org/10.1093/wsr/wsr014.
Acha, J., Laka, I., & Perea, M. (2010). Reading development in agglutinative languages: Evidence from beginning, intermediate, and adult Basque readers. Journal of Experimental Child Psychology, 105(4), 359–375. https://doi.org/10.1016/j.jecp.2009.10.008.
Acha, J., & Perea, M. (2008). The effects of length and transposed-letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers. British Journal of Psychology, 99(2), 245–264. https://doi.org/10.1348/000712607x224478.
Arduino, L. S., & Burani, C. (2004). Neighborhood effects on nonword visual processing in a language with shallow orthography. Journal of Psycholinguistic Research, 33(1), 75–95. https://doi.org/10.1023/b:jopr.0000010515.58435.68.
Bhide, A., Gadgil, S., Zelinsky, C. M., & Perfetti, C. (2014). Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals. Writing Systems Research, 6(1), 73–93. https://doi.org/10.1080/17586801.2013.855619.
Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97(4), 580–590. https://doi.org/10.1037/0022-0663.97.4.580.
Bijeljac-Babic, R., Millogo, V., Farioli, F., & Grainger, J. (2004). A developmental investigation of word length effects in reading using a new on-line word identification paradigm. Reading and Writing, 17(4), 411–431. https://doi.org/10.1023/b:read.0000032664.20755.af.
Bowey, J. A., & Muller, D. (2005). Phonological recoding and rapid orthographic learning in third-graders’ silent reading: A critical test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 92(3), 203–219. https://doi.org/10.1016/j.jecp.2005.06.005.
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read—A causal connection. Nature, 301(5899), 419–421. https://doi.org/10.1038/301419a0.
Caldwell, R. (1875). A comparative grammar of the Dravidian or south-Indian family of languages (2nd ed.). London, UK: Trübner and Co.
Carlisle, J. F., Beeman, M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied PsychoLinguistics, 20(04), 459–478. https://doi.org/10.1017/s0142716499004014.
Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91(1), 20–28. https://doi.org/10.1037//0022-0663.91.1.20.
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037//0033-295x.108.1.204.
Duncan, L. G., Seymour, P. H., & Hill, S. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63(2), 171–208. https://doi.org/10.1016/s0010-0277(97)00001-2.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3–17. https://doi.org/10.1037//0022-0663.88.1.3.
Gafoor, A. (2011). Elementary competencies in 3R’s among upper primary pupils of Kerala: A secondary analysis. Innovations and Researches in Education, 1(1), 51–68.
Gafoor, A. (2014). Tests screening reading difficulty in Malayalam among upper primary school boys. Guru Journal of Behavioral and Social Sciences, 2(1), 271–282.
Gafoor, A., & Kaleeludeen, C. (2008). Reading difficulties among upper primary school pupils in Kerala. Journal of Studies in Teacher Education, 2(1), 22–34.
Gafoor, A., & Remia, K. R. (2013). Influence of phonological awareness, morphological awareness and non-verbal ability on reading comprehension in Malayalam. Guru Journal of Behavioral and Social Sciences, 1(3), 128–138.
Gopinathan, V. P. (1980). Diglossic sistuation in Malayalam. In A. K. Karunakaran & S. Agesthialingom (Eds.), Sociolinguistics and dialectology. Annamalainagar, India: Annamalai University.
Goswami, U. (2010). A psycholinguistic grain size view of reading acquisition across languages. In N. Brunswick, S. McDougall, & P. de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). New York, NY: Psychology Press.
Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1–13). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104.
Grainger, J., & Jacobs, A. M. (1996). Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review, 103(3), 518–565. https://doi.org/10.1037//0033-295x.103.3.518.
Gupta, A. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia. Reading and Writing, 17(1/2), 79–99. https://doi.org/10.1023/b:read.0000013823.56357.8b.
Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70(4), 453–469. https://doi.org/10.1177/001440290407000405.
Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: perspectives of change in psycholinguistics. Clevedon, UK/Buffalo, NY: Multilingual Matters.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/bf00401799.
Jiang, H. (2010). Malayalam: A grammatical sketch and a text. Last retrieved October 2017 from http://www.owlnet.rice.edu/~hj3/pub/Malayalam.pdf
Kumari, S. (1972). Malayalam phonetic reader. Mysore, India: Central Institute of Indian Languages.
LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. https://doi.org/10.1016/0010-0285(74)90015-2.
McBride-Chang, C., Zhou, Y., Cho, J., Aram, D., Levin, I., & Tolchinsky, L. (2011). Visual spatial skill: A consequence of learning to read? Journal of Experimental Child Psychology, 109(2), 256–262. https://doi.org/10.1016/j.jecp.2010.12.003.
Ministry of Home Affairs, G. o. I. (n.d.). The census of India 2011. Office of the Registrar General & Census Commissioner, India. Last retrieved August 2017 from http://censusindia.gov.in/
Mohanan, K. P. (1986). The theory of lexical phonology. Dordrecht, Netherlands: D. Reidel Pub. Co.
Nag, S. (2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7–22. https://doi.org/10.1111/j.1467-9817.2006.00329.x.
Nag, S. (2013). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6(1), 105–119. https://doi.org/10.1080/17586801.2013.855621.
Nag, S., Snowling, M., Quinlan, P., & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18(5), 309–324. https://doi.org/10.1080/10888438.2014.892489.
Nag, S., & Snowling, M. J. (2010). Cognitive profiles of poor readers of Kannada. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7.
Nagy, W. E., & Anderson, R. C. (1995). Metalinguistic awareness and literacy acquisition in different languages. Technical Report No. 618. Urbana-Champaign: University of Illinois, Center for the Study of Reading. Last retrieved October 2017 from https://www.ideals.illinois.edu/bitstream/handle/2142/17594/ctrstreadtechrepv01995i00618_opt.pdf
Nakamura, P. R., Koda, K., & Joshi, R. M. (2013). Biliteracy acquisition in Kannada and English: A developmental study. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620.
Patel, P., & Soper, H. V. (1987). Acquisition of reading and spelling in a syllabo-alphabetic writing system. Language and Speech, 30(1), 69–81. https://doi.org/10.1177/002383098703000106.
Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023.
Prema, S. (2016). Is Malayalam a diglossic language? Draft of paper presented at the 44th international conference of Dravidian linguists, Centre for Applied Linguistics & Translation Studies, Central University of Hydrabad, India, 16–18 June 2016. Last retrieved October 2017 from http://www.academia.edu/26401395/Is_Malayalam_a_diglossic_language
Ramachandran, P. (1971). Malayalam script-adoption of new script for use-orders issued (G. O. (P) 37/71/Edn). Trivandrum: Government of Kerala. Last retrieved October 2017 from http://www.unicode.org/L2/L2008/08039-kerala-order.pdf
Rao, C., Vaid, J., Srinivasan, N., & Chen, H. (2010). Orthographic characteristics speed Hindi word naming but slow Urdu naming: Evidence from Hindi/Urdu biliterates. Reading and Writing, 24(6), 679–695. https://doi.org/10.1007/s11145-010-9256-9.
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2), 31–74. https://doi.org/10.1111/1529-1006.00004.
Reddy, P. P., & Koda, K. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639.
Sadanandan, S. (1999). Malayalam phonology – an optimality theoritic approach (Doctoral dissertation, Linguistics University of Southern California, Los Angeles, US). Last retrieved October 2017 from http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll17/id/600186
Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75–119). Timonium, MD: York Press.
Schadler, M., & Thissen, D. M. (1981). The development of automatic word recognition and reading skill. Memory & Cognition, 9(2), 132–141. https://doi.org/10.3758/bf03202327.
Seymour, P. H. (2005). Early reading development in European orthographies. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 296–315). Oxford, UK: Blackwell. https://doi.org/10.1002/9780470757642.ch16.
Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584.
Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76(6), 1309–1324. https://doi.org/10.1037//0022-0663.76.6.1309.
Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37(6), 886–899. https://doi.org/10.1037//0012-1649.37.6.886.
Somashekara, H. S., Das, A., & Jayashree, S. B. (2014). Relationship between phonological awareness and reading abilities in Malayalam speaking typically developing children. Language in India, 14(2), 200–223. Last retrieved October 2017 from http://www.languageinindia.com/feb2014/somasekharareading.pdf.
Su, Y., & Samuels, S. J. (2009). Developmental changes in character-complexity and word-length effects when reading Chinese script. Reading and Writing, 23(9), 1085–1108. https://doi.org/10.1007/s11145-009-9197-3.
Tiwari, S. (2011). Literacy development in the alphasyllabaries – implications for clinical practice. Rapporteur’s theme summary, language and literacy Cognititve development symposium, Bangalore. Last retrieved October 2017 from http://www.linguaakshara.org/yahoo_site_admin/assets/docs/Alphasyllabary_1_S_Tiwari.8094827.pdf
Tiwari, S., Nair, R., & Krishnan, G. (2011). A preliminary investigation of akshara knowledge in the Malayalam alphasyllabary: Extension of Nag’s (2007) study. Writing Systems Research, 3(2), 145–151. https://doi.org/10.1093/wsr/wsr013.
Wijayathilake, M. A., & Parrila, R. (2013). Predictors of word reading skills in good and struggling readers in Sinhala. Writing Systems Research, 6(1), 120–131. https://doi.org/10.1080/17586801.2013.846844.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. https://doi.org/10.1037/0033-2909.131.1.3.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Nesan, M., Sadeghi, A., Everatt, J. (2019). Literacy Acquisition in the Malayalam Orthography: Cognitive/Linguistic Influences within a Multilingual Context. In: Joshi, R.M., McBride, C. (eds) Handbook of Literacy in Akshara Orthography. Literacy Studies, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-030-05977-4_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-05977-4_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-05976-7
Online ISBN: 978-3-030-05977-4
eBook Packages: EducationEducation (R0)