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E-grāmata: Tone Orthography and Literacy: The voice of evidence in ten Niger-Congo languages

Edited by (Dallas International University), Edited by (Independent scholar)
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"This book presents the results of a series of literacy experiments in ten Niger-Congo languages, representing four language families and spanning five countries. It tests the hypothesis, "To what extent does full tone marking contribute to oral reading fluency, comprehension and writing accuracy, and does that contribution vary from language to language?". One of the main findings is that the ethno-literacy profile of the language community and the social profile of the individual are stronger predictors of reading and writing performance than are the linguistic and orthographic profiles of the language. Our data also suggests that full tone marking may be more beneficial for less educated readers and those with less experience of L1 literacy. The book will bring practical help to linguists and literacy specialists in Africa and beyond who are helping to develop orthographies for tone languages. It will also be of interest to cognitive psychologists exploring the reading process, and researchers investigating writing systems"--

This book presents the results of a series of literacy experiments in ten Niger-Congo languages, representing four language families and spanning five countries. It asks the research question, "To what extent does full tone marking contribute to oral reading fluency, comprehension and writing accuracy, and does that contribution vary from language to language?". One of the main findings is that the ethno-literacy profile of the language community and the social profile of the individual are stronger predictors of reading and writing performance than are the linguistic and orthographic profiles of the language. Our data also suggest that full tone marking may be more beneficial for less educated readers and those with less experience of L1 literacy. The book will bring practical help to linguists and literacy specialists in Africa and beyond who are helping to develop orthographies for tone languages. It will also be of interest to cognitive psychologists exploring the reading process, and researchers investigating writing systems.

Recenzijas

It is easy to see how this book will be of practical benefit to those wishing to develop tone orthographies for African languages, and in particular to those wanting to conduct robust experiments on the efĻcacy of these orthographies. The voice of evidence, as referred to in the books subtitle, is clearly heard throughout the book and I join the authors in hoping that this book will inspire and inform other researchers to contribute their own evidence in time. -- Helen Eaton, SIL International, in Linguistique et Langues Africaines 9(2), 2023.

Foreword xiii
Acknowledgements xvii
About the authors xix
Abbreviations xxi
Introduction
Chapter 1 Introduction
3(24)
David Roberts
Johannes Merz
Jedene Reeder
1 Background and aims
3(2)
2 Experimental orthography research in Africa
5(6)
2.1 Linguistic context
5(2)
2.2 Literacy context
7(1)
2.3 Social context
8(1)
2.4 Researchers' objectives
9(2)
3 The ten focal languages
11(4)
3.1 Location and genealogical affiliation
11(2)
3.2 Language vitality
13(1)
3.3 Previous research
14(1)
3.4 Orthographies
15(1)
4 Pedagogical materials
15(6)
4.1 Literacy primers
16(3)
4.2 Transition guides
19(2)
5 Definitions
21(2)
6 Outline of the book
23(1)
7 Transcription conventions
23(4)
Part 1 Tone orthography in ten Niger-Congo languages
Chapter 2 Tem
27(16)
David Roberts
Jedene Reeder
Andy Weathers
1 Linguistic and orthographic background
27(11)
1.1 Affiliation and location
27(2)
1.2 Orthography development
29(2)
1.3 Previous research
31(1)
1.4 Typology
32(1)
1.5 Consonants
32(1)
1.6 Vowels
33(1)
1.7 Tone
34(4)
2 Literacy background
38(5)
2.1 Literacy programs
38(1)
2.2 Literature production
39(1)
2.3 Pedagogical materials
40(3)
Chapter 3 Nateni
43(18)
David Roberts
Jedene Reeder
1 Linguistic and orthographic background
43(12)
1.1 Affiliation and location
43(1)
1.2 Orthography development
44(1)
1.3 Previous research
45(1)
1.4 Typology
46(1)
1.5 Consonants
46(3)
1.6 Vowels
49(1)
1.7 Tone
50(5)
2 Literacy background
55(6)
2.1 Literacy programs
55(1)
2.2 Literature production
56(1)
2.3 Pedagogical materials
56(5)
Chapter 4 Mbelime
61(24)
David Roberts
Johannes Merz
Jedene Reeder
1 Linguistic and orthographic background
61(15)
1.1 Affiliation and location
61(2)
1.2 Orthography development
63(1)
1.3 Previous research
64(1)
1.4 Typology
64(1)
1.5 Consonants
64(2)
1.6 Vowels
66(1)
1.7 Word boundaries
67(1)
1.8 Tone
68(8)
2 Literacy background
76(9)
2.1 Literacy programs
76(1)
2.2 Literature production
77(1)
2.3 Pedagogical materials
78(7)
Chapter 5 Eastern Dan
85(22)
David Roberts
Jedene Reeder
Valentin Vydrin
1 Linguistic and orthographic background
85(14)
1.1 Affiliation and location
85(1)
1.2 Orthography development
86(2)
1.3 Previous research
88(1)
1.4 Typology
89(1)
1.5 Consonants
89(1)
1.6 Vowels
90(1)
1.7 Tone
91(8)
2 Literacy background
99(8)
2.1 Literacy program
99(2)
2.2 Literature production
101(1)
2.3 Pedagogical materials
102(5)
Chapter 6 Yoruba
107(20)
Matthew Harley
Jedene Reeder
1 Linguistic and orthographic background
107(16)
1.1 Affiliation and location
107(1)
1.2 Orthography development
108(2)
1.3 Previous research
110(1)
1.4 Typology
110(1)
1.5 Consonants
111(1)
1.6 Vowels
112(4)
1.7 Tone
116(7)
2 Literacy background
123(4)
2.1 Literacy programs
123(1)
2.2 Literature production
124(1)
2.3 Pedagogical materials
124(3)
Chapter 7 Idaasha
127(16)
David Roberts
Jedene Reeder
1 Linguistic and orthographic background
127(11)
1.1 Affiliation and location
127(2)
1.2 Orthography development
129(1)
1.3 Previous research
130(1)
1.4 Typology
130(1)
1.5 Consonants
130(2)
1.6 Vowels
132(3)
1.7 Tone
135(3)
2 Literacy background
138(5)
2.1 Literacy programs
138(1)
2.2 Literature production
139(1)
2.3 Pedagogical materials
140(3)
Chapter 8 Ife
143(14)
David Roberts
Jedene Reeder
1 Linguistic and orthographic background
143(8)
1.1 Affiliation and location
143(1)
1.2 Orthography development
144(2)
1.3 Previous research
146(1)
1.4 Typology
146(1)
1.5 Consonants
147(1)
1.6 Vowels
147(1)
1.7 Tone
148(3)
2 Literacy background
151(6)
2.1 Literacy programs
151(2)
2.2 Literature production
153(1)
2.3 Pedagogical materials
153(4)
Chapter 9 Elip, M Mala And Yangben
157(32)
David Roberts
Ginger Boyd
Jedene Reeder
1 Linguistic and orthographic background
157(19)
1.1 Affiliation and location
157(1)
1.2 Orthography development
158(1)
1.3 Previous research
159(1)
1.4 Typology
159(1)
1.5 Consonants
160(1)
1.6 Vowels
161(1)
1.7 Tone
162(14)
2 Literacy background
176(13)
2.1 Literacy programs
176(1)
2.2 Literature production
176(1)
2.3 Pedagogical materials
176(13)
Part 2 Tone orthography and literacy outcomes
Chapter 10 The Tone Orthography Experiment Design
189(18)
David Roberts
Stephen L. Walter
1 Introduction
189(1)
2 Text corpus
189(1)
3 Sample
190(1)
4 Tasks
191(2)
4.1 Introduction
191(1)
4.2 Oral reading
191(1)
4.3 Comprehension questions
192(1)
4.4 Tone writing
193(1)
5 Scoring
193(4)
5.1 Introduction
193(1)
5.2 Oral reading speed
194(1)
5.3 Oral reading accuracy
195(1)
5.4 Oral reading comprehension
196(1)
5.5 Writing accuracy
196(1)
6 Statistical analysis
197(3)
6.1 Previous research
197(1)
6.2 Basic statistical notions
198(1)
6.3 Multilevel modeling
199(1)
6.4 Accounting for Eastern Dan
199(1)
7 Independent variables
200(5)
7.1 Demographic variables (Level 1)
201(2)
7.2 Linguistic variables (Level 2)
203(1)
7.3 Ethno-literacy variables (Level 2)
204(1)
8 Group equivalence
205(2)
Chapter 11 Tone Orthography And Oral Reading Speed
207(14)
David Roberts
Stephen L. Walter
1 Introduction
207(3)
2 L2 oral reading speed
210(1)
3 L1 oral reading speed
211(6)
3.1 Overall results
211(1)
3.2 Language specific results
212(2)
3.3 Impact of independent variables
214(3)
4 Interpretation and discussion
217(4)
Chapter 12 Tone Orthography And General Oral Reading Accuracy
221(14)
David Roberts
Stephen L. Walter
1 Introduction
221(4)
2 L2 oral reading accuracy
225(1)
3 L1 oral reading accuracy
226(6)
3.1 Overall results
226(1)
3.2 Language specific results
227(2)
3.3 Impact of independent variables
229(3)
4 Interpretation and discussion
232(3)
Chapter 13 Tone Orthography And Tonal Oral Reading Accuracy
235(14)
David Roberts
Stephen L. Walter
1 Introduction
235(1)
2 Literature overview
236(4)
2.1 Asian languages
236(2)
2.2 African languages
238(2)
3 Tonal oral reading accuracy
240(6)
3.1 Overall results
240(1)
3.2 Language specific results
241(2)
3.3 Impact of independent variables
243(3)
4 Interpretation and discussion
246(3)
Chapter 14 Tone Orthography And Oral Reading Comprehension
249(16)
David Roberts
Stephen L. Walter
1 Introduction
249(3)
2 L2 oral reading comprehension results
252(3)
3 L1 oral reading comprehension
255(5)
3.1 Overall results
255(1)
3.2 Language specific results
256(2)
3.3 Impact of independent variables
258(2)
4 Interpretation and discussion
260(5)
Chapter 15 Tone Orthography And Tone Writing Accuracy
265(14)
David Roberts
Stephen L. Walter
1 Introduction
265(4)
2 Tone writing accuracy
269(6)
2.1 Overall results
269(1)
2.2 Language specific results
270(2)
2.3 Correlations between reading and writing
272(1)
2.4 Impact of independent variables
273(2)
3 Interpretation and discussion
275(4)
Chapter 16 Epilogue
279(26)
David Roberts
Jedene Reeder
Stephen L. Walter
1 Introduction
279(1)
2 Evidence from the classroom
279(15)
2.1 Overview
279(2)
2.2 The ten focal languages: A summary of findings
281(10)
2.3 Impact of independent variables
291(1)
2.4 Interpretation and discussion
292(2)
3 Tone pedagogy
294(3)
3.1 Literacy primers
295(1)
3.2 Transition guides
296(1)
4 Methodological limitations and future prospects
297(6)
4.1 Experiment design
298(1)
4.2 Independent variables
298(1)
4.3 Scoring procedures
299(1)
4.4 Tonal processes
300(1)
4.5 Comprehension
301(1)
4.6 Orthographic inconsistency
302(1)
4.7 Dialect variants
303(1)
5 Final remarks
303(2)
Appendix: Independent variables 305(16)
References 321(34)
Language Index 355(10)
Topical Index 365
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