LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 7 July 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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M. S. Thirumalai
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Relationship between Morphology and Reading in Kannada

Kuppuraj, S., Ph.D. Candidate
Abhishek, B. P., Ph.D. Candidate
Prema K. S. Rao., Ph.D.

The state of reading research today, more than ever before, is bringing us closer to an understanding of the cognitive processes that underlie learning to read (Snowling & Hulme, 2005). Reading emerges from child’s oral language. Oral language is important for reading, and it continues to serve reading development (Hiebert, Pearson, Taylor, Richardson, & Paris 1998). Hiebert et al., (1998) quoted that, to comprehend decoded text the readers need to extract the meaning (semantics) and structure (syntax) of spoken language. In addition, children who exhibit reading difficulty generally lack the ability to process and manipulate speech sounds, and therefore, the link among oral language, phonological skills and reading development appear to have been well established (Sonali & Snowling, 2005).

Phonological awareness and reading

Majority of the research in early reading has been reported from the Western countries. Consequently, the language that was studied extensively was English that emphasize the significant contribution of phonological sensitivity to early reading skills. Phonological awareness (term used alternative to “phonological sensitivity” in the present paper) refers to the broad range of skills in the awareness and manipulation of sound structures at the syllable, onset/rime and phonemic level (e.g. counting of syllables, rhyming and isolating initial phonemes). Phonological awareness has been found to influence early reading in English that has alphabetic script (Ehri, 1999; Lonigan, Burgess, Anthony, & Barker, 1998; Wagner, Torgesen, & Rashotte, 1994; Wood & Terrell, 1998).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Kuppuraj. S.
Junior Research Fellow
All India Institute of Speech and Hearing
Mysore 570 006
Karnataka
India
kuppu_k7@yahoo.co.in

Abhishek. B. P.
Junior Research Fellow
All India Institute of Speech and Hearing
Mysore 570 006
Karnataka India
abhiraajaradhya@gmail.com

Prema K. S. Rao., Ph D.
Professor
All India Institute of Speech and Hearing
Mysore 570 006
Karnataka
India
premarao@aiishmysore.com
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