In my last post, we looked at a wonderful paper, “Universals in Learning to Read Across Languages and Writing Systems“, that outlines operating principles of reading and writing across languages, as well as some key variations. Continuing on this theme, I wanted to highlight another recent paper, “The universal language network: A cross-linguistic investigation spanning 45 languages and 11 language families.”

The project is cool — the researchers have started a cross-linguistic database of brain scans, and their initial findings demonstrate a strong universal neural basis for language across multiple languages. Here’s the key finding that stood out to me:

In summary, we have here established that several key properties of the neural architecture of language—including its topography, lateralization to the left hemisphere, strong within network functional integration, and selectivity for linguistic processing—hold across speakers of diverse languages spanning 11 language families; and the variability we observed across languages is lower than the inter-individual variability. The language brain network therefore appears well-suited to support the broadly common features of languages, shaped by biological and cultural evolution. (Ayyash et al., 2021)

I found out about this paper from this Twitter thread from one of the researchers, Ev Fedorenko, and her thread also provides a neat summary of the project.

As this database of brain scans across languages is built out, it will be interesting to see what specific variations between languages and neural architecture may arise. For example, another recent paper, “Difference Between Children and Adults in the Print-speech Coactivated Network,” examined the brain scans of native Chinese speakers and found some variations from past studies in the brains of developing readers, most likely due to the difference in writing systems in terms of the lack of grapheme-phoneme correspondence for Chinese characters, as well as how a single pronunciation can have many different meanings represented by different visual characters.

Taken together, our findings indicate that print-speech convergence is generally language-universal in adults, but it shows some language-specific features in developing readers. (He et al., 2021)

Overall, it’s fascinating to see how current research converges on the significant universality across languages in terms of how literacy develops, and exciting to see that specific differences between languages and writing systems are beginning to be studied with greater specificity.

As Perfetti and Verhoeven tidily pointed out in their paper:

The story of learning to read thus is one of universals and particulars: (i) Universals, because writing maps onto language, no matter the details of the system, creating a common challenge in learning that mapping, and because experience leads to familiarity-based identification across languages. (ii) Particulars, because it does matter for learning how different levels of language – morphemes, syllables, phonemes – are engaged; this in turn depends on the structure of the language and how its written form accommodates this structure. (Verhoeven & Perfetti, 2021)

#speech #language #literacy #universal #reading #multilingualism #orthography #brain #neuroscience #research

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In the course of skimming research articles, every now and then something surfaces that is comprehensive, clarifying, and just flat out fun to read because it brings illumination to something I’ve been grappling with.

One I want to make sure to bring to your attention, just in case you haven’t yet read it, is this open access piece from Verhoeven and Perfetti, Universals in Learning to Read Across Languages and Writing Systems. As I’ve been learning a lot more about learning how to read and write in English, as well as about the process of language development in general, I sometimes worry that not everything I learn may generalize well, especially to languages whose writing and phonological systems differ quite substantially from English. Here’s where the paper comes in as a great resource, because the authors offer—as noted in the title—some universal principles across a number of languages, and highlight some key differences.

They highlight, for example, the extreme difficulty of English spelling among alphabetic writing systems due to its “syllabic complexity” and lack of consistent and transparent mapping of phonology. But the difficulty of learning any alphabetic writing system is nothing compared to the complexity of Chinese, which blows all other writing systems out of the water.

They also have a lovely table that compares some of the major writing and language systems to one another descriptively, which I know is a resource I will return to in the future.

https://www.tandfonline.com/doi/full/10.1080/10888438.2021.1938575?scroll=top&needAccess=true

In the course of this high-level examination, the authors also do us another service, which is to render intricate and complex ideas from various studies on reading into short, clear sentences.

For example, I’ve recently written about the transformation of my own thinking around phonemic awareness, and here’s Verhoeven and Perfetti succinctly stating the current state of PA research:

“Evidence in alphabetic languages for the late association between phonemic awareness and literacy suggests that phonemic awareness and learning to read alphabetically can develop reciprocally. This means that phonemic awareness is an enabler rather than a prerequisite for alphabetic reading.”

Or the need for spelling practice — something we increasingly neglect or dismiss in the U.S.:

“An important cross-linguistic finding is that spelling practice helps children internalize orthographic structures.”

There are also some interesting critiques of the Simple View of Reading in the section on comprehension:

“[the] simple view is incomplete in accounting for development of reading skill because reading itself brings about the learning of vocabulary and experience with a wider variety of grammatical structures and text types that are not experienced in typical spoken language (outside of academic lectures). Reading also increases the general knowledge that is needed to support comprehension.”

At the center of this critique is the role of vocabulary, which spans across linguistic and conceptual knowledge:

“Because so much of vocabulary is acquired following beginning reading, it is not simply a store of language knowledge waiting to be unlocked by decoding. Word meanings are continuously being retrieved, learned, and fine-tuned by reading itself. Both the quality of specific word knowledge (lexical quality) and the quantity of known words are important in supporting comprehension (Perfetti, 2007; Perfetti & Hart, 2001). It might seem convenient to subsume vocabulary under spoken language comprehension and thereby have a two-factor model of reading comprehension. However, this would fail to capture some observations about word meanings. For example, vocabulary knowledge directly supports identification of words that have exceptional spellings (Ricketts, Nation, & Bishop, 2007). A model that allows a more direct influence of knowledge of word meanings on reading comprehension may be more appropriate across languages (see Verhoeven & van Leeuwe, 2008). Beyond beginning reading, where only spoken language vocabulary is available, word meanings are not intrinsically part of spoken language more than written language. In both cases, they are the central connection point between coded input and comprehension, as much a component of a reading system as a language system (Perfetti & Stafura, 2014).”

I thought this was interesting in a couple of ways. First, because this resonates with my own experience as someone who read quite a lot in my formative years, and thus a large amount of the vocabulary I possess is purely in the written form — I can read it and write it, but may not have had much exposure to it in spoken language nor use it in my own speech. Second, because it brought me back to a similar critique that Mark Seidenberg made against the SVR in some endnotes to Reading at the Speed of Light, in which he states, “The main weakness in Gough’s theory is that it did not make sufficient room for the ways that the components influence each other. Vocabulary, for example, is jointly determined by spoken language and reading. Vocabulary can also be considered a component of both basic skills and comprehension.”

More to say on this additional variance for sure, but I’ll save it for another post! In the meantime, read this paper by Verhoeven and Perfetti with a pen in hand so you can mark it up yourself! I hope you enjoy it as much as I do. There’s a ton of gems in there to examine more in depth.

Discuss...

#language #literacy #phonemicawareness #orthography #multilingualism #reading #SVR #writing

NOTE: Since writing this post, I have revised my thinking. You can see my updated thinking here.

Oral language is baked into our brains. We are born to learn to speak.

Similarly, reading our visual surroundings is second nature. Our eyes are neurally attuned to pick out fine-grained distinctions and patterns amidst the noise.

But written language is something we graft onto our existing circuitry. Graphemes get bootstrapped onto our auditory and visual processing neural networks. We need repeated exposure to letters and words and sentences in print to finetune the fluent mapping of letter sequences and syntactical constructions into comprehension. And if our brain’s existing pathways are resistant to these changes—because our prior experiences with oral language do not well align to the written language (we speak a dialect that diverges more in sound from the spelling, or we haven’t had much exposure to the type of vocabulary and syntax more frequently encountered in written language)—than we may need additional explicit instruction and practice to take us to the point that decoding is fluid and effortless.

But unfortunately, children who may need that extra bit of clear and structured practice often do not receive it. Instead, they are allowed to skip over words they can’t read, and passed onto the next grade.

How can we pave the pathway to proficient reading for all our children?

What We Can Hear Is What We Can Read

There is a reciprocal process between learning letter-sounds and reading letter sequences within words.

As we learn more graphemes, we refine our phonemic awareness, and as we refine our phonemic awareness, we further develop our ability to recognize words in print.

Yet whether we should directly and explicitly practice and teach phonemic awareness itself (apart from phonics) is an area of contention amongst reading specialists, it seems. Furthermore, whether we should teach larger units of letter patterns within words (sometimes called ‘word families’ or ‘rime units’ or ‘phonograms’), is another area of contention, which you can see most explicitly in debates about synthetic vs. analytic phonics. There’s also arguments about when to introduce deeper aspects of word study, such as etymology and morphology (some Structured Word Inquiry proponents claim it should start from the very beginning). And an even further area of debate is whether we should teach phonemic awareness to proficiency beyond blending and segmenting to the advanced levels of deletion and substitution of phonemes.

Since beginning my journey into reading research, I’d come across these debates, and dug quite a bit further into more research and still feel conflicted. From a research perspective, the weight does seem to land primarily on the side of teaching the key aspects of phonemic awareness first and foremost, and not bothering with other phonological skills like onset-rime or advanced phonemic awareness activities (see the last issue of The Reading League Journal and the latest findings on PA for more).

And yet I still resist hardline rigidity against phonological awareness instruction and onset-rime practice. I believe these practices have their place. I should preface this by saying that I’m open to further critique and research that will challenge my suppositions.

Here’s my argument:

What we know about “the reading brain” is that reading is unnatural, and that as I outlined in the narrative at the start of this piece, we are essentially bootstrapping reading onto existing visual and aural brain architecture. For some kids, this process occurs smoothly and implicitly, but for many other students, it doesn’t, and they require not only more practice, but more explicit instruction and practice.

A fluent reader can move almost instantaneously between letter sequences and larger chunks of words (smaller and larger “grain sizes”), depending on the context of the sentence. For students that do not have such fluency, their cognitive energy is taxed by disentangling the sounds and meaning for each word.

Furthermore, for students who are learning English as a new language alongside of learning to read, or for students who speak an English dialect that has greater differences from the written form of English, their brains are doing additional work. For such students, it seems to me that providing more opportunities to gain fluency and move from phonemes to larger grain sizes and back would support the formation of their written English brain. For example, consider a second grade student who speaks Spanish as his first language who just arrived in the U.S. and is learning to both read and speak in English. Spanish is a primarily syllabic language, and phonemes map more directly onto spellings. Providing this student with more opportunities to practice hearing, speaking, and mapping phonemes, onsets, rimes, and morphemes into written words will support his reading development and his language development.

So I argue that the progression and practice of our word-level instruction should move recursively from a hearing a word as a whole, to hearing and seeing its chunks (by “chunks” I mean rime units and roots/affixes), to seeing and hearing its individual letters and sounds, to seeing its chunks, to seeing the word as a whole. Through this recursive movement, we can support the neural connections that need to form in the fluent reading brain.

Honestly, I find the rigidity of some against phonological awareness instruction and onset-rime unit practice misplaced. We’re not talking significant instructional time here. A systematic program for phonological awareness, such as Heggerty, for example, is 10-15 minutes a day. That’s a small investment for a potentially huge payoff in prevention of later reading difficulty for the kids who need it the most.

Since writing this, I have changed and revised my thinking about the teaching of phonemic awareness and of the practice of phonology that is not connected to letters. Read more here

Graphic from Is It Ever Too Late to Teach an Older Struggling Reader? Using Diagnostic Assessment to Determine Appropriate Intervention by Carrie Thomas Beck

On the trajectory of beginning reading skills, onset-rime practice may possibly provide an onramp, though this is contested and some (I think convincingly) argue that focusing on phonemic awareness first and foremost is better bang for the buck. But after phonics instruction has begun and students have acquired their letter sounds to proficiency and are learning the various generalizations and irregularities of the English language in print, I believe that rime units have a critical role to play, along with beginning inflectional morphology like the plural ‘s’, past tense, ‘ed’, etc.

Why is this? It’s because as readers develop fluency in decoding unknown words, they also began to develop greater efficiency in moving between smaller and larger grain sizes within words. For example, a 3rd grade reader encountering a new multisyllabic word in an informational text, such as “additional,” will slow themselves down and pay attention to the word parts, using their knowledge of syllabication and morphemes and word families as needed to break it up and recognize its sounds and meaning.

So gaining proficiency in advanced phonemic awareness alongside onset-rime and morphological awareness can potentially boost those students who are showing up in 2nd, 3rd, and 4th grades as struggling readers, even if they have received systematic phonics instruction K-1.

Here’s a few pieces of research aligning with my claims:

• Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory
• Orthographic processing: A ‘mid-level’ vision of reading: The 44th Sir Frederic Bartlett Lecture
• David Kilpatrick’s “phonemic proficiency hypothesis” (read pretty much anything by him to learn more about this, he has tons of lectures posted online as well. His Essentials book is essential reading indeed

Don’t agree? Fire away! But one thing I want to stress is that you consider the student populations that have been assessed or worked with in your experience or research. Are they historically marginalized and underserved populations? Are they learning English as a new language? Are they struggling with a learning disability? I’m less interested in arguments that center students who typically benefit from the existing methods of instruction.

Since writing this, I have changed and revised my thinking about the teaching of phonemic awareness and of the practice of phonology that is not connected to letters. Read more here

#phonemicawareness #phonology #sounds #speech #reading #literacy #language #neuroscience #research

I've heard Dr. Alfred Tatum state that we need to provide our students with “textual feasts” to build their intellect, and the phrase and concept has stuck with me ever since.

It resonated with me because there’s a very strong tendency, when serving our students who may need more support with understanding academic texts (such as students learning English, or students with disabilities, or students living in situations with acute and chronic stressors), to provide less frequent opportunities to engage with written texts that are intellectually and linguistically demanding. Because it’s assumed that they can’t handle it.

So students are given lower level texts. Less texts. Less discussion. Less writing about texts. Watered down tasks.

Why do we assume our children are so fragile and so incapable of intellectual engagement?

Instead of giving them less, what if we gave them more? What if we hosted a daily textual and linguistic feast? What if we read aloud above grade-level texts to them, and students read and re-read and discussed grade-level passages with one another, and read a variety of texts at different levels of accessibility to build knowledge and language? What if we scaled across such a multiplicity of texts like this across disciplines every single day?

#readalouds #reading #knowledge #language #mindset #textualfeasts