Early literacy experiences constrain L1 and L2 reading procedures

Area of Science:

• Cognitive Psychology
• Linguistics
• Neuroscience

Background:

• Computational models identify two reading pathways: sublexical phonology and morphological/orthographic processing.
• Individual differences exist in the reliance on these pathways.

Purpose of the Study:

• To review the lasting impact of first language (L1) orthography and instructional methods on reading pathways.
• To examine how these L1 effects influence second language (L2) reading.

Main Methods:

• Review of existing literature on reading acquisition and cross-linguistic influences.
• Analysis of computational models and empirical studies on reading processes.

Main Results:

• Readers of transparent orthographies predominantly use phonological pathways, resistant to instructional changes.
• Readers of opaque orthographies utilize morphological/orthographic pathways, with flexibility based on instruction.
• Acquisition of morphosyllabic orthographies can reduce L2 phonological processing, especially without early phonological coding exposure.

Conclusions:

• Early literacy experiences profoundly and persistently shape reading strategies across languages.
• Instructional methods can modulate pathway reliance in opaque orthography readers.
• Persistent effects highlight the importance of early literacy environment for reading development.