Chapter 13
Orthographic and phonological processing in L2-English word recognition
Longitudinal observations from Grade 9 to 11 in EFL learners in Japan
There has been a general consensus that readers develop different cognitive mechanisms in response to linguistic properties of languages and writing systems in which they read, and that processing capacities acquired in the first language (L1) may transfer to reading in another language. However, findings from developmental studies are substantially mixed. To address the conflicting results, this study examined an English word recognition trajectory in L1-Japanese secondary school students from Grade 9 to 11 using a longitudinal research design and observing the relative contribution of orthographic and phonological processing to word recognition. Contrary to the developmental trend in L1-English readers, the significant predictor of word recognition was orthographic processing in lower grades and phonological processing in Grade 11, suggesting the different developmental pathway between L1 and L2 word recognition for the readers of multi-script Japanese.
Article outline
- Introduction
-
Writing systems and cognitive processes in reading
- Orthographic and phonological processing in L2-English word recognition by L1-non-alphabetic readers
- Measurement of orthographic and phonological processing
- The present study
- Method
- Participants
- Materials
- Numeral processing
- Word recognition
- Orthographic processing
- Phonological processing
-
Procedure
- Analysis
- Results
- Discussion
-
Conclusion
-
Notes
-
References
References
Adams, M. J.
(
1990)
Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Akamatsu, N.
(
1999)
The effects of first language orthographic features on word-recognition processing in English as a second language.
Reading and Writing, 11, 381–403.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Akamatsu, N.
(
2003)
The effects of first language orthographic features on second language reading in text.
Language Learning, 53, 207–231.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Akamatsu, N.
(
2005)
Effects of second language reading proficiency and first language orthography on second language word recognition. In
V. Cook &
B. Bassetti (Eds.),
Second language writing systems (pp. 238–259). Clevedon: Multilingual Matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Conrad, N. J., Harris, N., & Williams, J.
(
2013)
Individual differences in children’s literacy development: the contribution of orthographic knowledge.
Reading and Writing, 26(8), 1223–1239.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cook, V., & Bassetti, B.
(
2005)
An introduction to researching second language writing systems. In
V. Cook &
B. Bassetti (Eds.),
Second language writing systems (pp. 1–67). Clevedon: Multilingual matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cunningham, A. E., Nathan, R. G., & Raher, K. S.
(
2011)
Orthographic processing in models of word recognition. In
M. L. Kamil,
P. D. Pearson,
E. B. Moje, &
P. P. Afflerbach (Eds.),
Handbook of reading research (Vol. IV, pp. 259–285). New York, NY: Routledge.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cunningham, A. E., Perry, K., & Stanovich, K. E.
(
2001)
Converging evidence for the concept of orthographic processing Reading and Writing, 14, 549–568.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ehri, L. C.
(
2005)
Development of sight word reading: Phases and findings. In
M. Snowling,
J. &
C. Hulm (Eds.),
The science of reading: A handbook (pp. 135–154). Malden, MA: Blackwell.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Field, A.
(
2013)
Discovering statistics using IBM SPSS statistics (4th ed.). London: Sage.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fujita, K.
(
2010)
Nihonjinkoukousei niokeru eibundokkai no konponentosukiru ni kansuru kenkyu – konponentosukiru to yominohattatu, kojinsa no kousatsu – [A study of component skills of English reading of Japanese high school EFL learners: Componential models, reading development, and individual differences] (Unpublished doctoral dissertation). Nagoya University, Japan.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Frost, R., Katz, L., & Bentin, S.
(
1987)
Strategies for visual word recognition and orthographical depth: A multilingual comparison.
Journal of Experimental Psychology: Human Perception and Performance, 13, 104–115.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Grabe, W.
(
2009)
Reading in a second language: Moving from theory to practice. Cambridge: CUP.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Goswami, U.
(
2008)
The development of reading across languages.
Annals of the New York Academy of Sciences, 1145, 1–12.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hagiliassis, N., Pratt, C., & Johnston, M.
(
2006)
Orthographic and phonological processes in reading.
Reading and Writing, 19, 235–263.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hamada, M., & Koda, K.
(
2008)
Influence of first language orthographic experience on second language decoding and word learning.
Language Learning, 58, 1–31.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hamada, M., & Koda, K.
(
2010)
The role of phonological decoding in second language word-meaning inference.
Applied Linguistics, 31, 513–531.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Haynes, M., & Carr, T.
(
1990)
Writing system background and second language reading: A component skills analysis of English reading by native speaker-readers of Chinese. In
T. Carr &
B. Levy (Eds.),
Reading and its development: Component skills approaches (pp. 375–421). San Diego, CA: Academic Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ho, C. S., & Bryant, P. E.
(
1997)
Learning to read Chinese beyond the logographic phase.
Reading Research Quarterly, 32, 276–289.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Huang, H. S., & Hanley, J. R.
(
1994)
Phonological awareness and visual skills in learning to read Chinese and English.
Cognition, 54, 73–98.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
JACET Committee of Basic Words Revision
(Ed.) (
2003)
JACET list of 8000 basic words: JACET 8000. Tokyo: JACET.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jeon, E. H., & Yamashita, J.
(
2014)
L2 reading comprehension and its correlates: A meta-analysis.
Language Learning, 64, 160–212.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kato, S.
(
2009)
Suppressing inner speech in ESL reading: Implications for developmental changes in second language word recognition processes.
Modern Language Journal, 93, 471–488.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Koda, K.
(
1998)
The role of phonemic awareness in second language reading.
Second Language Research, 14, 194–215.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Koda, K.
(
1999)
Development of L2 intraword orthographic sensitivity and decoding skills.
The Modern Language Journal, 83, 51–64.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Koda, K.
(
2005)
Insights into second language reading. Cambridge: CUP.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Koyama, M., Hansen, P. C., & Stein, J. F.
(
2008)
Logographic Kanji versus phonographic Kana in literacy acquisition: How important are visual and phonological skills? Annals of the New York Academy of Sciences, 1145, 41–55.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Leong, C. K., Tan, L. H., Cheng, P. W., & Thau, K. T.
(
2005)
Learning to read and spell English words by Chinese students.
Scientific Studies of Reading, 9, 63–84.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McBride-Chang, C., Cho, J. R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C. S-M., & Muse, A.
(
2005)
Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States.
Journal of Experimental Child Psychology, 92, 140–160.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McBride-Chang, C., & Treiman, R.
(
2003)
Hong Kong Chinese kindergartners learn to read English analytically.
Psychological Science, 14, 138–143.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Muljani, D., Koda, K., & Moates, D. R.
(
1998)
The development of word recognition in a second language.
Applied Psycholinguistics, 19, 99–113.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Nassaji, H.
(
2014)
The role and importance of lower-level processes in second language reading.
Language Teaching, 47, 1–37.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Nassaji, H., & Geva, E.
(
1999)
The contribution of phonological and orthographic processing skills to adult ESL reading: Evidence from native speakers of Farsi.
Applied Psycholinguistics., 20, 241–267.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Olson, R. K., Kliegl, R., Davidson, B. J., & Foltz, G.
(
1985)
Individual and developmental differences in reading disability. In
G. E. Mackinnon &
T. G. Swaller (Eds.),
Reading research: Advances in theory and practice (Vol. 4, pp. 1–64). New York, NY: Academic Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pae, H. K., & Lee, Y. W.
(
2015)
The resolution of visual noise in word recognition.
Journal of Psycholinguistic Research, 44, 337–358.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Roberts, T. A., Christo, C., & Shefelbine, J. A.
(
2011)
Word recognition. In
M. L. Kamil,
P. D. Pearson,
E. B. Moje, &
P. P. Afflerbach (Eds.),
Handbook of reading research Volume IV (Vol. IV, pp. 229–258). New York, NY: Routledge.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sakuma, N., Sasanuma, S., Tatsumi, I. F., & Masaki, S.
(
1998)
Orthography and phonology in reading Japanese Kanji words: Evidence from the semantic decision task with homophones.
Memory & Cognition, 26, 75–87.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sasaki, M.
(
2005)
The effect of L1 reading processes on L2: A cross linguistic comparison of Italiand and Japanese users of English. In
V. Cook &
B. Bassetti (Eds.),
Second language writing systems (pp. 289–308). Clevedon: Multilingual Matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Share, D. L.
(
1995)
Phonological recoding and self-teaching; sine qua non of reading acquisition.
Cognition, 55, 151–218.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shiotsu, T.
(
2010)
Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge: CUP.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Siegel, L. S., Share, D., & Geva, E.
(
1995)
Evidence for superior orthographic skills in dyslexics.
American Psychological Society, 6, 250–254.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sprenger-Charolles, L., Siegel, L. S., Béchennec, D., & Serniclaes, W.
(
2003)
Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study.
Journal of Experimental Child Psychology, 84, 194–217.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wade-Woolley, L.
(
1999)
First language influences on second language word reading: All roads lead to Rome.
Language Learning, 49, 447–471.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wang, M., & Koda, K.
(
2005)
Commonalities and differences in word identification skills among learners of English as a second language.
Language Learning, 55, 71–98.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wang, M., Koda, K., & Perfetti, C. A.
(
2003)
Alphabetic and nonalphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners.
Cognition, 87, 129–149.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wanger, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. T., Donafue, J., & Garon, T.
(
1997)
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.
Developmental Psychology, 33, 468–479.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Yeong, S. H. M., Fletcher, J., & Bayliss, D. M.
(
2014)
Importance of phonological and orthographic skills for English reading and spelling: A comparison of English monolingual and Mandarin-English bilingual children.
Journal of Educational Psychology, 106, 1107–1121.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Yin, L., Anderson, R. C., & Zhu, J.
(
2007)
Stages in Chinese childrenʹs reading of English words.
Journal of Educational Psychology, 99, 852–866.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ziegler, J. C., Bertrand, D., Toth, D., Csepe, V., Reis, A., Faisca, L., Saine, N., Lyytinen, H., Vaessen, A., & Blomert, L.
(
2010)
Orthographic depth and its impact on universal predictors of reading: A cross-language investigation.
Psychological Science, 21, 551–559.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ziegler, J. C., & Goswami, U.
(
2005)
Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory.
Psychological Bulletin, 131, 3–29.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by
Cited by 1 other publications
Pae, Hye K.
2020.
Linguistic Evidence for Script Relativity. In
Script Effects as the Hidden Drive of the Mind, Cognition, and Culture [
Literacy Studies, 21],
► pp. 147 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 26 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.