(Perfetti & Verhoeven, 2017) In learning to read, people need to know how phonology & morphology map onto orthography. Each language is different in this way, so each language needs to be taught differently.
(Pivot & Bert, 2017) Revitalization for postvernacular languages (where the people are not speaking it anymore) serves more for symbolic function, not so much for reversing language shift.
Rama: Orthography as an identity marker - don't care about usage or whether they can read/write; think that written form is needed to be accepted as a real language
Francoprovençal: push from policy makers, but the people have no motivation to learn. Main function of language is to connect to their history.
Sociopolitical factor > learning to read & write
Joshi & McBride, 2019) Marathi: When learning new writing system, understand the script—what are the differences and similarities.
(Aro, 2006) Impact of orthography depth on reading acquisition: English-speaking children only attained reading accuracy shown by Grade 1 children in other (more regular) orthographies until Grade 4.
In regular orthographies, “knowledge of grapheme-phoneme correspondences and phonemic assembly are effective and sufficient tools for decoding any kind of word.” p.544
For irregular orthographies like English, there's an additional process where “separate logographic processing skills and word-specific knowledge is required from an early stage” p.544
(Karan, 2006) When a system is not adequately adapted, writing conventions will be carried over which are meaningless in the target language, e.g., Dzongkha in Tibetan script
However, religious factor > learning to read & write
Understanding usage contexts can help in advising OD
(Nakamura et at, 2019) Regardless of what types of orthography, L1 decoding skills help new beginners in learning L2 spelling. Teaching L1 to minority groups is a sustainable approach to empower them in their advanced education in a national language.
(Snider, 2014) Lexical process is crucial for orthography choices and it makes sense for the reader.
Orthographies should reflect the outputs of lexical processes
Surface vs underlying forms could differ between lexical (within a word) and post-lexical (when we mix words together) processes
(Aaron & Joshi, 2005, p. 554) Difference between written Tamil and spoken Tamil language creates spelling errors.
Visualizing the written forms helps reduce spelling errors
(Munro, 2014) Principle of one symbol per sound enhances clarity for the learners and improve communication.
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