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Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies

  • Usha Goswami
Chapter
Part of the Neuropsychology and Cognition book series (NPCO, volume 16)

Abstract

It is probably fair to say that most researchers agree that children’s phonological processing skills play an important causal role in their reading development. Phonological awareness has been found to be a significant predictor of reading development in many orthographies, and deficits in phonological awareness seem to be a feature of dyslexia in many languages. This chapter sets out to examine whether a single theoretical framework can be used to explain the link between phonological skills, reading development and dyslexia in different orthographies, or whether different frameworks might be required for different languages. The examination will focus on three questions: (1) is the sequence of phonological development the same across different linguistic environments? (2) does awareness of the same phonological units predict reading development in different linguistic environments? and (3) do the connections that children make between orthography and phonology differ depending on the phonological units that are salient in a particular language?

Keywords

Phonological Awareness Phoneme Awareness Reading Development Nonsense Word Phonological Skill 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 1999

Authors and Affiliations

  • Usha Goswami
    • 1
  1. 1.Institute of Child HealthUniversity College LondonLondonUK

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