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Reading and Writing Disorders in Different Orthographic Systems

  • P. G. Aaron
  • R. Malatesha Joshi

Part of the NATO ASI Series book series (ASID, volume 52)

Table of contents

  1. Front Matter
    Pages i-x
  2. Pieter Reitsma
    Pages 51-73
  3. Renate Valtin
    Pages 119-135
  4. Marianne Klees
    Pages 137-142
  5. Bruno Morchio, Michela Ott, Elia Pesenti
    Pages 143-161
  6. F. Valle-Arroyo
    Pages 163-175
  7. Loraine K. Obler
    Pages 219-222
  8. Charles Hulme
    Pages 329-339
  9. Yvan Lebrun, Françoise Devreux, Chantal Leleux
    Pages 355-378
  10. Back Matter
    Pages 401-416

About this book

Introduction

Even though Specific Reading Disability (Dyslexia) has been clinically recognized as a developmental learning disorder for nearly a hundred years. only within the past two decades it has become the subject of major experimental investigation. Because. by definition. dyslexic children are of average or superior intelligence. it is often suspected that some arcane feature of the written language is responsible for the inordinate difficulty experienced by these children in learning to read. The occasional claim that developmental dyslexia is virtually nonexistent in some languages coupled with the fact that languages differ in their writing systems has further rendered orthography a subject of serious investigation. The present Volume represents a collection of preliminary reports of investigations that explored the relationship between orthography and reading disabilities in different languages. Even though not explicitly stated. these reports are concerned with the question whether or not some orthographies are easier to learn to read and write than others. One dimension on which orthographies differ from each other is the kind of relationship they bear to pronunciation. The orthographies examined in this book range from the ones that have a simple one-to­ one grapheme-phoneme relationship to those which have a more complex relationship.

Keywords

German Orthographie Phonem intelligence language learning memory

Editors and affiliations

  • P. G. Aaron
    • 1
  • R. Malatesha Joshi
    • 2
  1. 1.Department of Educational and School PsychologyIndiana State UniversityTerre HauteUSA
  2. 2.Department of Reading, School of EducationFayetteville State UniversityFayettevilleUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-009-1041-6
  • Copyright Information Springer Science+Business Media B.V. 1989
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-94-010-6960-1
  • Online ISBN 978-94-009-1041-6
  • Series Print ISSN 0258-123X
  • Buy this book on publisher's site
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