The present report aims to the experiences acquired from Pedagogical Residency program, which, in turn, stimulate and improve pedagogical practices undergraduate courses, providing academic access Basic Education. In this sense, work presents with use of games as a tool teach children who had losses process acquiring alphabetic system, reading writing, result social isolation COVID-19, which ca...

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics ...

tem altogether, in contrast to our alphabet, which maps (at least in large part) into the level of phonemes. What is the critical feature of the difference between the Chinese logographic and the English alphabetic system which leads to reading difficulty? It could be the complete absence of sound mapping in Chinese; it could be the particular properties of the phoneme, rather than sound mappin...

The Chinese writing system provides an excellent case for testing the contribution of segmental and suprasegmental information in reading words aloud within the same language. In logographic Chinese characters, neither segmental nor tonal information is explicitly represented, whereas in Pinyin, an alphabetic transcription of the character, both are explicitly represented. Two primed naming exp...

While much previous work on reading in languages with alphabetic scripts has suggested that reading is word-based, reading in Chinese has been argued to be less reliant on words. This is primarily because in the Chinese writing system words are not spatially segmented, and characters are themselves complex visual objects. Here, we present a systematic characterization of the effects of a wide r...

A visual semantic categorization task in English was performed by native English speakers (Experiment 1) and late bilinguals whose first language was Japanese (Experiment 2) or Spanish (Experiment 3). In the critical conditions, the target word was a homophone of a correct category exemplar (e.g., A BODY OF WATER--SEE; cf. SEA) or a word that differed from the correct exemplar by a phonological...

The use of functional magnetic resonance imaging permits the collection of brain activation patterns when native Korean speakers (12 persons as subjects) read Korean words and Chinese characters. The Korean language uses both alphabetic Korean words and logographic Chinese characters in its writing system. Our experimental results show that the activation patterns obtained for reading Chinese c...

It is ironic that our recent report on the neural correlates of Chinese dyslexia (Siok, Perfetti, Jin, & Tan, 2004) raises a concern by Ziegler (2006) that this report could undermine an agreed-upon conclusion favoring a phonological deficit as the cause of reading disability. Our past research over 20 years in English (Perfetti, 1985) and Chinese (Perfetti, Liu, & Tan, 2005; Pollatsek, Tan, & ...

Research suggests that a phonological deficit primarily underlies developmental dyslexia. However, the existing evidence is mainly based on studies in children learning to read English. In recent years, the research base has broadened, as research around the world has provided new insights into the neural and cognitive foundations of developmental dyslexia in different languages. The present is...