Reading and Writing Disorders in Different Orthographic Systems

✍ Scribed by M. J. Snowling (auth.), P. G. Aaron, R. Malatesha Joshi (eds.)

• Publisher: Springer Netherlands
• Year: 1989
• Tongue: English
• Leaves: 417
• Series: NATO ASI Series 52
• Edition: 1
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Front Matter....Pages i-x
Developmental Dyslexia: A Cognitive Developmental Perspective....Pages 1-23
Decoding Instruction Based on Word Structure and Origin....Pages 25-49
Orthographic Memory and Learning to Read....Pages 51-73
Relationship Between Cognitive Development, Decoding Skill, and Reading Comprehension in Learning-Disabled Dutch Children....Pages 75-86
Cerebral Laterality in a Group of Danish Dyslexic Children....Pages 87-118
Dyslexia in the German Language....Pages 119-135
Developmental Dyslexia in French Language....Pages 137-142
The Italian Language: Developmental Reading and Writing Problems....Pages 143-161
Reading Errors in Spanish....Pages 163-175
The Phonological Factor in Reading and Spelling of Greek....Pages 177-190
A Linguistic Study of Reading and Writing Disorders in Turkish, an Agglutinative Language....Pages 191-202
Orthography and Reading of the Arabic Language....Pages 203-218
Hebrew Orthography and Dyslexia — A Note....Pages 219-222
Language Representation and Reading in Kannada — A South Indian Language....Pages 223-230
Linguistic Parameters in the Diagnosis of Dyslexia in Japanese and Chinese....Pages 231-266
Reading and Reading Difficulties in a Morphemic Script....Pages 267-282
Lexical Access Viewed from the Information Processing Approach: Reading and Writing (Data from Pathology)....Pages 283-304
A Model of the Spelling Process: Evidence from Cognitively Impaired Subjects....Pages 305-328
Working Memory and Learning to Read....Pages 329-339
A Neuropsychological Model for the Role of Articulation in Verbal Short-Term Memory and in Reading Comprehension....Pages 341-354
Mirror-Writing....Pages 355-378
Orthographic Systems and Developmental Dyslexia: A Reformulation of the Syndrome....Pages 379-400
Back Matter....Pages 401-416

✦ Subjects

Psychology, general; Interdisciplinary Studies; Linguistics (general)