The influence of orthographic depth of mother tongue languages on reading performance in English
Orthographic depth is a linguistic feature that is concerned with grapheme to phoneme conversion of a written language. It plays an important role in reading performance. The orthographic depth hypothesis postulates that orthographic depth is negatively correlated with ease of reading acquisition....
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| Format: | Final Year Project (FYP) |
| Language: | English |
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Nanyang Technological University
2022
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| Online Access: | https://hdl.handle.net/10356/159208 |
| _version_ | 1811679746328625152 |
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| author | Chen, Ying Jie |
| author2 | Annabel Chen Shen-Hsing |
| author_facet | Annabel Chen Shen-Hsing Chen, Ying Jie |
| author_sort | Chen, Ying Jie |
| collection | NTU |
| description | Orthographic depth is a linguistic feature that is concerned with grapheme to phoneme conversion of a written language. It plays an important role in reading performance. The orthographic depth hypothesis postulates that orthographic depth is negatively correlated with ease of reading acquisition. Cognitive-linguistic, language background, and socioeconomic factors are also seen to influence reading performance. Consequently, this study aims to understand the difference in reading performance amongst Chinese-English and Tamil-English bilinguals. 132 of these bilinguals underwent behavioural tests and a language background questionnaire, where the testing components were indicators of factors of interest. Statistical analyses reveal that orthographic depth does not significantly influence reading performance in adult bilinguals. Certain cognitive-linguistic features such as Phonological Awareness, Phonological Memory and Receptive Vocabulary played a significant role in influencing reading accuracy. Amongst the socioeconomic and language background factors, only Socioeconomic Status played a significant role in reading accuracy. Exploratory research showed a significant interaction between reader conditions and word types in predicting reading reaction time. These findings highlight the importance of understanding the confluence of multidisciplinary factors in influencing reading performance in a bilingual context, as well as exploring the role of the linguistic feature in atypical reader conditions such as adults with dyslexia.
Keywords: Orthographic Depth, Reading Performance, Bilingualism, Cognitive-linguistic |
| first_indexed | 2024-10-01T03:14:03Z |
| format | Final Year Project (FYP) |
| id | ntu-10356/159208 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T03:14:03Z |
| publishDate | 2022 |
| publisher | Nanyang Technological University |
| record_format | dspace |
| spelling | ntu-10356/1592082023-09-27T12:41:06Z The influence of orthographic depth of mother tongue languages on reading performance in English Chen, Ying Jie Annabel Chen Shen-Hsing School of Social Sciences Centre for Research and Development in Learning (CRADLE) Wu Chiao-Yi AnnabelChen@ntu.edu.sg; chiao-yi.wu@nie.edu.sg, Social sciences::Psychology Humanities::Linguistics Orthographic depth is a linguistic feature that is concerned with grapheme to phoneme conversion of a written language. It plays an important role in reading performance. The orthographic depth hypothesis postulates that orthographic depth is negatively correlated with ease of reading acquisition. Cognitive-linguistic, language background, and socioeconomic factors are also seen to influence reading performance. Consequently, this study aims to understand the difference in reading performance amongst Chinese-English and Tamil-English bilinguals. 132 of these bilinguals underwent behavioural tests and a language background questionnaire, where the testing components were indicators of factors of interest. Statistical analyses reveal that orthographic depth does not significantly influence reading performance in adult bilinguals. Certain cognitive-linguistic features such as Phonological Awareness, Phonological Memory and Receptive Vocabulary played a significant role in influencing reading accuracy. Amongst the socioeconomic and language background factors, only Socioeconomic Status played a significant role in reading accuracy. Exploratory research showed a significant interaction between reader conditions and word types in predicting reading reaction time. These findings highlight the importance of understanding the confluence of multidisciplinary factors in influencing reading performance in a bilingual context, as well as exploring the role of the linguistic feature in atypical reader conditions such as adults with dyslexia. Keywords: Orthographic Depth, Reading Performance, Bilingualism, Cognitive-linguistic Bachelor of Arts in Psychology and Linguistics and Multilingual Studies 2022-06-11T11:42:20Z 2022-06-11T11:42:20Z 2022 Final Year Project (FYP) Chen, Y. J. (2022). The influence of orthographic depth of mother tongue languages on reading performance in English. Final Year Project (FYP), Nanyang Technological University, Singapore. https://hdl.handle.net/10356/159208 https://hdl.handle.net/10356/159208 en NTU-JHU Collaborative Grant, IRB-2016-10-009-04 application/pdf Nanyang Technological University |
| spellingShingle | Social sciences::Psychology Humanities::Linguistics Chen, Ying Jie The influence of orthographic depth of mother tongue languages on reading performance in English |
| title | The influence of orthographic depth of mother tongue languages on reading performance in English |
| title_full | The influence of orthographic depth of mother tongue languages on reading performance in English |
| title_fullStr | The influence of orthographic depth of mother tongue languages on reading performance in English |
| title_full_unstemmed | The influence of orthographic depth of mother tongue languages on reading performance in English |
| title_short | The influence of orthographic depth of mother tongue languages on reading performance in English |
| title_sort | influence of orthographic depth of mother tongue languages on reading performance in english |
| topic | Social sciences::Psychology Humanities::Linguistics |
| url | https://hdl.handle.net/10356/159208 |
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