Abstract
We now describe how the Cognitive Foundations Framework can provide a general understanding of reading within writing systems that represent the phonology of a language. Below we first describe the key, general features of phonologically-based writing systems and the broadened definitions needed in the Cognitive Foundations Framework to accommodate them. We then provide a generalized version of the Cognitive Foundations Framework that applies across such writing systems, followed by a discussion of learning to read in a second language. We conclude the chapter with a discussion of some select issues in reading in languages other than English, a chapter summary, and questions for further thought.
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Notes
- 1.
We use the convention of italicizing key concepts and distinctions for emphasis, but we also italicize words, phrases, or sentences when denoting them as linguistic objects. In both cases, the context we provide should suffice to determine the particular use being served.
- 2.
We follow the standard convention of using arrow brackets (< >) to denote written characters and character combinations, slash brackets (/ /) to denote phonemes and phoneme combinations, and square brackets ([ ]) to denote distinct speech sounds (phones) and phonetic combinations. To reduce the burden on the reader, we use letters to indicate phonemes and phones rather than the symbols used in the International Phonetic Alphabet, clarifying in text as needed.
Abbreviations
- SVR:
-
Simple View of Reading
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Hoover, W.A., Tunmer, W.E. (2020). Understanding Reading Across Writing Systems. In: The Cognitive Foundations of Reading and Its Acquisition. Literacy Studies, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-030-44195-1_7
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