Talk:Orthographies and dyslexia/Sandbox: Difference between revisions
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[[Orthographies and dyslexia|Orthographies and dyslexia article]] · [[Talk:Orthographies and dyslexia|Talk page]] · [[Orthographies and dyslexia/Sandbox|Sandbox]] |
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==logographic dyslexia== |
==logographic dyslexia== |
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The [[Japanese language]] uses two syllabaries together called [[kana]], namely [[hiragana]] and [[katakana]] (developed around AD 700). They are mainly used to write some native words and grammatical elements, as well as foreign words, e.g. hotel is written with three kana, ホテル (''ho-te-ru''), in Japanese. Because Japanese uses many CV (consonant + vowel) syllables, a syllabary is well suited to write the language. As in many syllabaries, however, vowel sequences and final consonants are written with separate glyphs, so that both ''atta'' and ''kaita'' are written with three kana: あった (''a-t-ta'') and かいた (''ka-i-ta''). It is therefore sometimes called a ''[[mora (linguistics)|moraic]]'' writing system. |
The [[Japanese language]] uses two syllabaries together called [[kana]], namely [[hiragana]] and [[katakana]] (developed around AD 700). They are mainly used to write some native words and grammatical elements, as well as foreign words, e.g. hotel is written with three kana, ホテル (''ho-te-ru''), in Japanese. Because Japanese uses many CV (consonant + vowel) syllables, a syllabary is well suited to write the language. As in many syllabaries, however, vowel sequences and final consonants are written with separate glyphs, so that both ''atta'' and ''kaita'' are written with three kana: あった (''a-t-ta'') and かいた (''ka-i-ta''). It is therefore sometimes called a ''[[mora (linguistics)|moraic]]'' writing system. |
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==References== |
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Revision as of 21:50, 17 July 2009
 | This is not a Wikipedia article: This is a workpage, a collection of material and work in progress that may or may not be incorporated into an article. It should not necessarily be considered factual or authoritative. |
logographic dyslexia
Although alphabetic dyslexia seems to originate in the left temporoparietal and occipitotemporal areas of the brain, recent studies indicate that logographic dyslexia is associated with part of the left middle frontal gyrus. This suggests that "the structural and functional basis for dyslexia varies between alphabetic and nonalphabetic languages."[1] In other words, alphabetic and logographic dyslexia are most likely separate disorders; a person with alphabetic dyslexia would not necessarily also have logographic dyslexia, and vice versa.
The distinction between these two forms of dyslexia has led to promising therapeutic research. One study led by Alberto Sáez-Rodríguez discovered that syllabic logograms could act as a learning aid to alphabetic-dyslexic English-speaking children. [2]
Syllabic Writing
A syllabary is a set of written symbols that represent (or approximate) syllables, which make up words. A symbol in a syllabary typically represents an optional consonant sound followed by a vowel sound.
Languages using syllabaries
Languages that use syllabic writing include Mycenaean Greek (Linear B), the Native American language Cherokee, the African language Vai, the English-based creole language Ndyuka (the Afaka script), and Yi language in China. Nü Shu is a syllabary that was used to write the language of the Yao people in China. The Chinese, Cuneiform, and Maya scripts are largely syllabic in nature, although based on logograms. They are therefore sometimes referred to as logosyllabic. The Japanese language uses two syllabaries together called kana, namely hiragana and katakana (developed around AD 700). They are mainly used to write some native words and grammatical elements, as well as foreign words, e.g. hotel is written with three kana, ホテル (ho-te-ru), in Japanese. Because Japanese uses many CV (consonant + vowel) syllables, a syllabary is well suited to write the language. As in many syllabaries, however, vowel sequences and final consonants are written with separate glyphs, so that both atta and kaita are written with three kana: あった (a-t-ta) and かいた (ka-i-ta). It is therefore sometimes called a moraic writing system.
References
- ^ Siok, Wai Ting (2008-04-27). "A structural–functional basis for dyslexia in the cortex of Chinese readers". Proceedings of the National Academy of Sciences of the United States of America (PNAS). 105 (14): 5561–5566. doi:10.1073/pnas.0801750105. Retrieved 2009-07-15.
{{cite journal}}: Unknown parameter|coauthors=ignored (|author=suggested) (help) - ^ Sáez-Rodríguez, Alberto (2009-05-08). "Use of syllabic logograms to help dyslexic readers of English visualize abstract words as pictures". Electronic Journal of Research in Educational Psychology. 7 (17): 25–48. Retrieved 2009-07-15.