Page 63 - Lazar, Irena, Aleksander Panjek in Jonatan Vinkler. Ur. 2020. Mikro in makro. Pristopi in prispevki k humanističnim vedam ob dvajsetletnici UP Fakultete za humanistične študije, 2. knjiga. Koper: Založba Univerze na Primorskem.
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razvoj začetnih bralnih strategij enojezičnih in večjezičnih bralcev
Summary
Development of early reading strategies in monolingual
and plurilingual readers
Reading is a process of understanding written thoughts and speech. In
this process, the reader's main objective is to access meaning. The article
presents a review of scientific findings on the way monolingual children
speaking different languages and plurilingual children access meaning.
The comprehension process is subject to a variety of factors that influence
one another as they develop, the initial stages are marked by decoding at
word level, gradually giving space to reading at higher levels of difficul-
ty that involve interpretation, deduction and other complex cognitive pro-
cesses. In literacy development, individual strategies emerge when preced-
ing strategies are fully developed: previously developed strategies merge
with new ones and function simultaneously. Alphabetic reading, the pho-
nemic decoding ability, depends, through pre-comprehension, on the read-
ers' knowledge and experience and it impacts the reading speed and the
comprehension level. While reading one's experiences broaden and conse-
quently impact the development of pre-comprehension itself, since read-
ing enhances pre-comprehension that in turn enhances decoding, mak-
ing reading gradually more fluent (Magajna 1995/96). The most important
factor in the development of reading strategies is the level of transparen-
cy of the writing system. Reading and writing strategies that develop in
one's first language are later transferred to other languages and remain pri-
mary strategies throughout one's life. In reading and writing in second or
foreign languages primary strategies are integrated with new ones, based
on knowledge and experience with a new writing system. The way reading
strategies integrate depends on the combination of languages, namely on
the transparency level of their writing systems, thus it cannot be general-
ized on the whole population of bilingual readers. Besides writing systems',
transparency and age are an important factor in the development of read-
ing strategies. In early bilingualism, the so-called hybrid reading strategies
develop which derive from the variety in the language substrate and inter-
lingual transference.
439
Summary
Development of early reading strategies in monolingual
and plurilingual readers
Reading is a process of understanding written thoughts and speech. In
this process, the reader's main objective is to access meaning. The article
presents a review of scientific findings on the way monolingual children
speaking different languages and plurilingual children access meaning.
The comprehension process is subject to a variety of factors that influence
one another as they develop, the initial stages are marked by decoding at
word level, gradually giving space to reading at higher levels of difficul-
ty that involve interpretation, deduction and other complex cognitive pro-
cesses. In literacy development, individual strategies emerge when preced-
ing strategies are fully developed: previously developed strategies merge
with new ones and function simultaneously. Alphabetic reading, the pho-
nemic decoding ability, depends, through pre-comprehension, on the read-
ers' knowledge and experience and it impacts the reading speed and the
comprehension level. While reading one's experiences broaden and conse-
quently impact the development of pre-comprehension itself, since read-
ing enhances pre-comprehension that in turn enhances decoding, mak-
ing reading gradually more fluent (Magajna 1995/96). The most important
factor in the development of reading strategies is the level of transparen-
cy of the writing system. Reading and writing strategies that develop in
one's first language are later transferred to other languages and remain pri-
mary strategies throughout one's life. In reading and writing in second or
foreign languages primary strategies are integrated with new ones, based
on knowledge and experience with a new writing system. The way reading
strategies integrate depends on the combination of languages, namely on
the transparency level of their writing systems, thus it cannot be general-
ized on the whole population of bilingual readers. Besides writing systems',
transparency and age are an important factor in the development of read-
ing strategies. In early bilingualism, the so-called hybrid reading strategies
develop which derive from the variety in the language substrate and inter-
lingual transference.
439
