The goal of this collaboration is to compare and try to affect the development of reading skill among compromised readers in alphabetic and semanto-phonetic writing environments represented by European and Chinese orthographies, respectively. Our emphasis is on research of the identification of children who need help in learning to read and then next our special emphasis: research of preventive technologies helping the compromised readers to acquire basic reading skill.
In all the collaborating countries – China, Finland and Holland – the participants represent research communities which have been executing ambitious longitudinal research associated with reading acquisition who are now - when necessary means to identify at risk children early enough seem to become available for learning to know children in need of help in all of the tree participating countries - highly interested in finding ways how to help them efficiently.
The proposed studies of the participating research groups provide important information about the most important bottlenecks hindering learning among the at risk children. The information of interest here describes the bottlenecks associated with the alphabetic writing systems including the fully transparent orthography of the Finnish language, the slightly less transparent Dutch writing and the non-alphabetic Chinese where the requirements of the initial learning (of Pinyin) is close to that needed for that of the other two orthographies but those of the later stages of learning (i.e. of the Chinese symbols) differ dramatically. The proposed staff exchange scheme is important for exchange of complimentary know-how, data sharing, networking and conducting new innovative and groundbreaking basic and applied research by well established research centers. The results of staff research effort here can have far reaching influence globally well beyond the proposed scheme ends.
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