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By Audrey Thomson, Agnes Martinet

The routines can be utilized without or with the Grammar. They comprise a solution key.

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By themselves, kana graphs enable readers and writers of Japanese to represent any speech form. This feature may account for why Japanese schoolchildren appear to learn kana symbols at a very early age (Morton & Sasanuma, 1984; Steinberg, 1995). 1 indicates, Japanese texts are written using katakana and hiragana graphs, in combination with Chinese-derived kanji logographs. Literacy in Japanese thus requires a specialized mastery of three interrelated writing systems that activate a range of memory, recognition, decoding, and interpretation skills (Koda, 1995; Mori, 1998).

103). , graphology, orthography, vocabulary, syntax, schemata, and so on). For example, the Interactive Compensatory Model outlined by Stanovich (1980, 1986, 1991, 2000) assumes that an underdeveloped skill area or knowledge source brings about compensatory reliance on another more automatized skill area. The Stanovich model holds that readers eventually develop effective reading processes and that emergent processes frequently interact. , grapheme and word recognition) can operate independently and that reading difficulties precipitate interaction among subskills and compensatory processing.

Nonetheless, we believe it is instructive to acquaint teachers with contributions of the polar approaches, which have unquestionably led to a fuller understanding of the complex layers of knowledge and skill that underlie reading proficiency. We intentionally refer to bottom-up, top-down, and interactive categories as metaphors, rather than as models or theories, as the latter “represent metaphorical generalisations that stem from comprehension research” from the 1970s to the present (Grabe & Stoller, 2002, p.

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A Practical English Grammar by Audrey Thomson, Agnes Martinet

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