1887
Volume 22, Issue 1
  • ISSN 1387-6732
  • E-ISSN: 1570-6001
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study examines the interplay between phonological awareness and orthography in Konso, a Cushitic language in Southwest Ethiopia. Thirty-two adults reading the Konso abugida but with minimal exposure to alphabetic literacy completed an orally administered phoneme deletion task. The responses were then examined using the (Wali, Sproat, Padakannaya & Bhuvaneshwari, 2009) as a framework for the analysis. The results suggest that the difficulty of a deletion was related to the way the phoneme was represented in the Konso abugida. Content-based error analysis of the incorrect responses gave indications of how Konso abugida readers’ processing of sounds is linked to Konso abugida sound-symbol relationships.

The Konso language community is undergoing a change in their writing system from abugida to alphabetic writing. As abugida symbols primarily denote consonant-vowel sequences, the change requires learning new sound-symbol mappings. By examining Konso abugida readers’ phonemic awareness the study contributes to developing transfer literacy teaching methods from abugida to alphabetic writing in Konso and elsewhere.

Loading

Article metrics loading...

/content/journals/10.1075/wll.00018.ahl
2019-11-20
2019-12-14
Loading full text...

Full text loading...

References

  1. Aaron, P. G. & R. Malatesha Joshi
    (2005) Learning to spell from print and learning to spell from speech: A study of spelling of children who speak Tamil, a Dravidian language. InR. Malatesha Joshi & P. G. Aaron (eds.), Handbook of orthography and literacy, 551–568. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    [Google Scholar]
  2. Abu-Rabia, Salim & Haitham Taha
    (2006) Phonological errors predominate in Arabic spelling across grades 1–9. Journal of Psycholinguistic Research35(2): 167–188. doi:  10.1007/s10936‑005‑9010‑7
    https://doi.org/10.1007/s10936-005-9010-7 [Google Scholar]
  3. Alcock, Katie J., Damaris S. Ngorosho, Charles Deus & Matthew C. H. Jukes
    (2010) We don’t have language at our house: Disentangling the relationship between phonological awareness, schooling, and literacy. British Journal of Educational Psychology80: 55–76. 10.1348/000709909X424411
    https://doi.org/10.1348/000709909X424411 [Google Scholar]
  4. Asfaha, Yonas M., Jeanne Kurvers & Sjaak Kroon
    (2009) Grain size in script and teaching: Literacy acquisition in Ge’ez and Latin. Applied Psycholinguistics30: 709–724. doi:  10.1017/S0142716409990087
    https://doi.org/10.1017/S0142716409990087 [Google Scholar]
  5. Atmaca, Çağla
    (2016) Error analysis of Turkish EFL learners: A case study. Procedia – Social and Behavioral Sciences232: 234–241. doi:  10.1016/j.sbspro.2016.10.007
    https://doi.org/10.1016/j.sbspro.2016.10.007 [Google Scholar]
  6. Bhide, Adeetee, Sonya Gadgil, Courtney M. Zelinsky & Charles Perfetti
    (2014) Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals. Writing Systems Research6(1): 73–93. doi:  10.1080/17586801.2013.855619
    https://doi.org/10.1080/17586801.2013.855619 [Google Scholar]
  7. Caravolas, Markéta
    (2004) Spelling development in alphabetic writing systems: A cross-linguistic perspective. European Psychologist9(1): 3–14. doi:  10.1027/1016‑9040.9.1.3
    https://doi.org/10.1027/1016-9040.9.1.3 [Google Scholar]
  8. (2006) Refining the psycholinguistic grain size theory: Effects of phonotactics and word formation on the availability of phonemes to preliterate children. Developmental Science9: 445–447. doi:  10.1111/j.1467‑7687.2006.00526.x
    https://doi.org/10.1111/j.1467-7687.2006.00526.x [Google Scholar]
  9. Daniels, Peter T.
    (1990) Fundamentals of grammatology. Journal of the American Oriental Society110: 727–731. 10.2307/602899
    https://doi.org/10.2307/602899 [Google Scholar]
  10. (1996) The study of writing systems. InPeter T. Daniels & William Bright (eds.), The world’s writing systems, 3–17. New York: Oxford University Press.
    [Google Scholar]
  11. Durgunoğlu, Aydin Y.
    (2006) Learning to read in Turkish. Developmental Science9: 437–439. doi:  10.1111/j.1467‑7687.2006.00522.x
    https://doi.org/10.1111/j.1467-7687.2006.00522.x [Google Scholar]
  12. Eberhard, David M., Gary F. Simons & Charles D. Fennig
    (eds.) (2019) Ethnologue: Languages of the world, twenty-second edition. Dallas, Texas: SIL International. www.ethnologue.com
    [Google Scholar]
  13. Faraclas, Nicholas & Mary Stringer
    (1987) Working together for literacy. Papua New Guinea: Christian books. Melanesia Inc.
    [Google Scholar]
  14. Getatchew Haile
    (1996) Ethiopic writing. InPeter T. Daniels & William Bright (eds.), The world’s writing systems, 569–576. New York: Oxford University Press.
    [Google Scholar]
  15. Gombert, Jean E.
    (1992) Metalinguistic development. (Tim Pownall, Trans.). Hemel Hempstead, Hertfordshire, Harvester Wheatsheaf. (Original work published 1990).
    [Google Scholar]
  16. Goswami, Usha
    (2005) Orthography, phonology, and reading development: A cross-linguistic perspective. InR. Malatesha Joshi & P. G. Aaron (eds.), Handbook of orthography and literacy, 463–480. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    [Google Scholar]
  17. Karanth, Prathibha
    (2005) The kagunita of Kannada – Learning to read and write an Indian alphasyllabary. InR. Malatesha Joshi & P. G. Aaron (eds.), Handbook of orthography and literacy, 389–404. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    [Google Scholar]
  18. Khansir, Ali Akbar
    (2013) Error analysis and second language writing. Theory and Practice in Language Studies. 3(2): 363–370. doi:  10.4304/tpls.3.2.363‑370
    https://doi.org/10.4304/tpls.3.2.363-370 [Google Scholar]
  19. Koda, Keiko
    (2017) Learning to read Japanese. InLudo Verhoeven & Charles Perfetti (eds.), Learning to read across languages and writing systems, 57–81. Cambridge University Press. 10.1017/9781316155752.003
    https://doi.org/10.1017/9781316155752.003 [Google Scholar]
  20. Konso Primer
    Konso Primer (2013) ፍተለ አፈ ኾንሶ [fitala afa xonso]. The Ethiopian Evangelical Church Mekane Yesus. (Original work published 1997).
    [Google Scholar]
  21. Mekonnen Alemu Gebre Yohannes
    (2005) Socio-cultural and educational implications of using mother tongues as languages of instruction in Ethiopia. Unpublished Master’s thesis, University of Oslo.
  22. Morgan, Mary & Mary Breeze
    (1991) Literacy guidelines for vernacular languages in Ethiopia. Workshop handout. Unpublished. SIL. Addis Ababa, Ethiopia.
  23. Mous, Maarten
    (2012) Cushitic. InZygmunt Frajzyngier & Erin Shay (eds.), The Afroasiatic languages (Cambridge Language Surveys), 342–422. Cambridge: Cambrige University Press.
    [Google Scholar]
  24. Nag, Sonali
    (2007) Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading30: 7–22. doi:  10.1111/j.1467‑9817.2006.00329.x
    https://doi.org/10.1111/j.1467-9817.2006.00329.x [Google Scholar]
  25. Nag, Sonali & Charles A. Perfetti
    (2014) Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing System Reserach6(1): 1–9. doi:  10.1080/17586801.2014.883787
    https://doi.org/10.1080/17586801.2014.883787 [Google Scholar]
  26. Nag, Sonali
    (2017) Learning to read Kannada and other languages of South Asia. InLudo Verhoeven & Charles Perfetti (eds.), Learning to read across languages and writing systems, 104–126. Cambridge University Press. 10.1017/9781316155752.005
    https://doi.org/10.1017/9781316155752.005 [Google Scholar]
  27. Ongaye Oda
    (2013) A grammar of Konso. PhD, University of Leiden. LOT, Utrecht, NL.
    [Google Scholar]
  28. Ongaye Oda & Maarten Mous
    (2016) Subject clitics in Konso. Nordic Journal of African Studies25(1): 23–51.
    [Google Scholar]
  29. Page, Christina
    (2017) Biliteracy across scripts: Implications for language development in Southeast Asia. Journal of the Southeast Asian Linguistics Society JSEALS10.1: 36–44ISSN: 1836-6821. 10524/52396University of Hawaiʼi Press.
    [Google Scholar]
  30. Piper, Benjamin & Agatha J. van Ginkel
    (2017) Reading the script: How the scripts and writing systems of Ethiopian languages relate to letter and word identification. Writing Systems Research9(1): 36–59. doi:  10.1080/17586801.2016.1220354
    https://doi.org/10.1080/17586801.2016.1220354 [Google Scholar]
  31. Porpodas, Costas D.
    (2005) Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. InR. Malatesha Joshi & P. G. Aaron (eds.), Handbook of orthography and literacy, 189–199. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    [Google Scholar]
  32. Reddy, Pooja P. & Keiko Koda
    (2013) Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research5(1): 110–130. doi:  10.1080/17586801.2012.748639
    https://doi.org/10.1080/17586801.2012.748639 [Google Scholar]
  33. Richardson, Ulla & Lea Nieminen
    (2017) The contributions and limitations of phonological awareness in learning to read. InNatalia Kucirkova, Catherine E. Snow, Vibeke Grøver & Catherine McBride (eds.), The Routledge international handbook of early literacy education, 264–272. London: Routledge. 10.4324/9781315766027‑24
    https://doi.org/10.4324/9781315766027-24 [Google Scholar]
  34. Seitova, Meruyert
    (2016) Error analysis of written production: The case of 6th grade students of Kazakhstani school. Procedia – Social and Behavioral Sciences232: 287–293. doi:  10.1016/j.sbspro.2016.10.022
    https://doi.org/10.1016/j.sbspro.2016.10.022 [Google Scholar]
  35. Share, David L.
    (2017) Learning to read Hebrew. InLudo Verhoeven & Charles Perfetti (eds.), Learning to read across languages and writing systems, 155–180. Cambridge University Press. 10.1017/9781316155752.007
    https://doi.org/10.1017/9781316155752.007 [Google Scholar]
  36. Sproat, Richard
    (2006) Brahmi-derived scripts, script layout, and segmental awareness. Written Language and Literacy9(1): 45–66. 10.1075/wll.9.1.05spr
    https://doi.org/10.1075/wll.9.1.05spr [Google Scholar]
  37. Wali, Aamir, Richard Sproat, Prakash Padakannaya & Bhuvaneshwari, B.
    (2009) Model for phonemic awareness in readers of Indian script. Written Language and Literacy12(2): 161–169. doi:  10.1075/wll.12.2.02wal
    https://doi.org/10.1075/wll.12.2.02wal [Google Scholar]
  38. Yeong, Stephanie H. M. & Susan J. Rickard Liow
    (2011) Cognitive-linguistic foundations of early spelling development in bilinguals. Journal of Educational Psychology103(2): 470–488. doi:  10.1037/a0022437
    https://doi.org/10.1037/a0022437 [Google Scholar]
  39. Yin, Li & Yuting Sun
    (2017) Chinese speaking societies. InNatalia Kucirkova, Catherine E. Snow, Vibeke Grøver & Catherine McBride (eds.), The Routledge international handbook of early literacy education, 223–232. London: Routledge. 10.4324/9781315766027‑20
    https://doi.org/10.4324/9781315766027-20 [Google Scholar]
  40. Zelealem Leyew
    (2012) The Ethiopian Language Policy: A historical and typological overview. Ethiopian Journal of Languages and LiteratureVolXII (2): 1–59. College of Humanities, Language Studies, Journalism and Communication. Addis Ababa University.
    [Google Scholar]
  41. Ziegler, Johannes C. & Usha Goswami
    (2005) Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin131: 3–29. 10.1037/0033‑2909.131.1.3
    https://doi.org/10.1037/0033-2909.131.1.3 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/wll.00018.ahl
Loading
/content/journals/10.1075/wll.00018.ahl
Loading

Data & Media loading...

Most Cited This Month

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error