However, isolation of phonemes and blending, and segmenting when combined with paired associate learning of phoneme grapheme symbols is a necessary and critical step for decoding the alphabetic writing system
. These tasks help to illuminate and develop an explicit understanding of the alphabetic principle.
Second, obtaining further data on Chinese readers' eye movements is interesting in the context of recent models of eye movement control in reading, such as E-Z Reader (Pollatsek, Reichle, & Rayner, 2006; Rayner, Reichle, & Pollatsek, 2005; Reichle, Pollatsek, Fisher, & Rayner, 1998; Reichle, Pollatsek, & Rayner, 2003) and SWIFT (Engbert, Longtin, & Kliegl, 2002; Engbert, Nuthmann, Richter, & Kliegl, 2005; Kliegl & Engbert, 2003), which do a good job of simulating the eye movement behaviour of readers of alphabetic writing systems. For example, the E-Z Reader model takes information about the frequency and predictability of the words in a text as input to simulate eye movement behaviour in reading.
In summary, while there are some clear differences between Chinese and English readers in terms of the initial encoding of print (due to the nature of the logographic versus alphabetic writing systems), reading processes appear to be more similar than dissimilar for the two groups of readers once the initial encoding stage is completed.