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David Coulson
English word reading development through second and tertiary education in East Asian countries
Written Word Recognition Ability
• “WWR”: ability to recognize isolated words correctly and effortlessly
• ESL reading; goal of 300 words/sec (Grabe, 2009)
• Japanese university students often read at 180 words/sec ≈ 11yo L1 English children (Carver, 1992)
• Word superiority effect + automatized skill
Relationship of WWR to reading
• Rapid WWR frees attention for other tasks
• e.g. van Gelderen et al. (2004) found a remarkable level of correlation
• In reading, basic vocabulary constitutes a high proportion of all reading texts.
Cross-linguistic effects• Reading in L1 creates specific processes
• Korean uses alphabetic principles
• Japanese have less phonemic skill
• L2 readers commonly apply L1 processes
• Japanese apply orthographic processing in L2 reading (e.g. Wade-Wolley, 1999)
Grain size in writing systems(Wydell & Kondo, 2003)
Granular SizeCoarse
Word KanjiCharacter/ Word
KanaSyllable Character
Phoneme Italian German English DanishFine
Transparent Opaque
Approaches to WWR testing• Slower rejection of implausible strings in L1 literacy e.g. shrnld vs hgjcpl Adams (1990)
• Finding 3-letter items e.g. baicer in dyslexia research Bruck (1990)
• Syllable recognition e.g. wgfbackvcb & nonsense string processing e.g. thatboywentlast vs whatbuywantland
Adams (1990)
• Item detection e.g. DANSONODEND (Lambert,1959); vmwpdreamkosy (Coulson, 2011)
Word Recognition Index (WRI) (Jacobson, 1995)
• Designed for rapid L1 dyslexia testing
• boygomeet >> boy/go/meet 120 items/180secs• ouccnemhhe >> ouc/cnemh/he 80 items/90secs
• An index is calculated ((Wch-Lch)/Lch)×100
• A WRI of over 50 indicates automatic reading
• Strong test-retest correlation in learners (r=0.73)
Subjects
• A high-level 6-year JHS & SHS in Niigata• 608 students• A medium-ranked high school in Korea• 220 students• 12 native speakers of English (ESL teachers)
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Kore
an Uni B
a
Uni A
d
NS
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100
jhs1
jhs2
jhs3
shs1
shs2
shs3
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100jh
s2
jhs3
shs1
shs2
shs3
Results of word recognition age 12-18 in Japan
-50
-25
0
25
50
75
100jh
s2
jhs3
shs1
shs2
shs3
Onset of decrease in word decoding after JHS 2nd yr
-50
-25
0
25
50
75
100jh
s2
jhs3
shs1
shs2
shs3
Comparison of high schools in Japan and Korea
WRI
Comparison of high schools in Japan and Korea
Comparison of high schools in Japan and Korea
Educational Implications• The importance of ER is seriously underestimated
in Japanese secondary education
• We do not ask 12 yo L1 children to sit TOEFL
• The value of ER may be misunderstood in ESL
• Advanced graded readers should not be viewed as superior practice or training
• WWR fluency development must be appreciated
referencesAdams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge,
MA: MIT Press Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia.
Developmental Psychology 26, 3 439-454. Carver, R. (1992). Reading rate: Theory, research, and practical implications. J ournal of
Reading 36, 84-95 Coulson, D. (2010). Q_Lex: A Quick Test of Visual Recognition for Learners of English.
Unpublished PhD dissertation. University of Swansea. Grabe, W. (2009). Reading in a Second Language. Moving from Theory to Practice.
Cambridge: Cambridge University Press. J acobson, C. (1995). Word Recognition Index (WRI) as a quick screening marker of
dyslexia. The Irish J ournal of Psychology, 16, 3, 260-266. Lambert, W.E., Havelka, J . & Gardner. R.C. (1959). Linguistic Manifestations of
Bilingualism. The American J ournal of Psychology, 77-82. van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Simis, A., Snellings, P., Stevenson, M.
(2004). Linguistic Knowledge, Processing Speed, and Metacognitive Knowledge in First- and
Second-Language Reading Comprehension: A Componential Analysis. Journal of Educational
Psychology 96, 19-30
Wade-Woolley, L. (1999). First Language Influences on Second Language Word Reading: All Roads Lead to Rome. Language Learning. 49, 3, 447-471.
Wydell, T.N. & Kondo, T. (2003). Phonological deficit and the reliance on orthographic approximation for reading: a follow-up study on an English-J apanese bilingual with monolingual dyslexia. J ournal of Research in Reading, 26, 33-48.
