TAKING PRIDE IN TE REO MAORI: HOW REGULAR SPELLING PROMOTES LITERACY ACQUISITION

TAKING PRIDE IN TE REO MAORI: HOW REGULAR SPELLING PROMOTES LITERACY ACQUISITION. Krāgeloh, C. U & Neha, T. N. New Zealand Studies in Applied Linguistics, 16(I):65–75, 2010.

Paper abstract bibtex

Previous literature on the beneficial effects of Mâori-medium education on revitalisation of Te Reo Maori has focused almost exclusively on the importance of cultural ntextualisation. The present article wishes to draw attention to an additional potential contributing factor to the sttccess of these programmes. Based on a wealth of evidence from cross-language cotnparisotis, it is argued that the orthographic consistency of the tatiguage, its regular spelling, is likely to resttlt in rapid reading acquisition dtie to the ea.se in which letter-sound relatiotiships can be leatned. Additionally, learning to read in an orthographically consistent language optinti,ses the development of phonological processing skills and successful reading strategies, which can later be tratt.sferred to literacy acquisition in English. A strotig foundation in phonological processing skills protects particularly at-risk students from reading failure. Since Maori students in tnainstreatn schools are particularly vulnerable to experiencitig reading difficulties, the prospect that the linguistic properties of Te Reo Maori, the language of their ancestors, cottld contribute to the alleviation of such deficits, substantially enhances the appeal of Mäori-tnedium education.

@article{krageloh_taking_2010,
	title = {{TAKING} {PRIDE} {IN} {TE} {REO} {MAORI}: {HOW} {REGULAR} {SPELLING} {PROMOTES} {LITERACY} {ACQUISITION}},
	volume = {16},
	issn = {1173-5562, 1173-5562},
	url = {http://search.informit.com.au/documentSummary;dn=602665803989241;res=IELHSS},
	abstract = {Previous literature on the beneficial effects of Mâori-medium education on revitalisation of Te Reo Maori has focused almost exclusively on the importance of cultural ntextualisation. The present article wishes to draw attention to an additional potential contributing factor to the sttccess of these programmes. Based on a wealth of evidence from cross-language cotnparisotis, it is argued that the orthographic consistency of the tatiguage, its regular spelling, is likely to resttlt in rapid reading acquisition dtie to the ea.se in which letter-sound relatiotiships can be leatned. Additionally, learning to read in an orthographically consistent language optinti,ses the development of phonological processing skills and successful reading strategies, which can later be tratt.sferred to literacy acquisition in English. A strotig foundation in phonological processing skills protects particularly at-risk students from reading failure. Since Maori students in tnainstreatn schools are particularly vulnerable to experiencitig reading difficulties, the prospect that the linguistic properties of Te Reo Maori, the language of their ancestors, cottld contribute to the alleviation of such deficits, substantially enhances the appeal of Mäori-tnedium education.},
	number = {I},
	journal = {New Zealand Studies in Applied Linguistics},
	author = {Krāgeloh, Christian U and Neha, Tia N.},
	year = {2010},
	pages = {65--75},
}

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