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| Author | : Ludo Verhoeven |
| Publisher | : Cambridge University Press |
| Total Pages | : 481 |
| Release | : 2019-10-03 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1108428770 |
The first truly systematic, multi-disciplinary, and cross-linguistic study of the language and writing system factors affecting the emergence of dyslexia.
| Author | : Ludo Verhoeven |
| Publisher | : Cambridge University Press |
| Total Pages | : 0 |
| Release | : 2020-04-02 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9781107479531 |
Around the world, children embark on learning to read in their home language or writing system. But does their specific language, and how it is written, make a difference to how they learn? How is learning to read English similar to or different from learning in other languages? Is reading alphabetic writing a different challenge from reading syllabic or logographic writing? Learning to Read across Languages and Writing Systems examines these questions across seventeen languages representing the world's different major writing systems. Each chapter highlights the key features of a specific language, exploring research on learning to read, spell, and comprehend it, and on implications for education. The editors' introduction describes the global spread of reading and provides a theoretical framework, including operating principles for learning to read. The editors' final chapter draws conclusions about cross-linguistic universal trends, and the challenges posed by specific languages and writing systems.
| Author | : Ludo Verhoeven |
| Publisher | : Cambridge University Press |
| Total Pages | : 509 |
| Release | : 2017-10-12 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1107095883 |
This book examines how children learn to read across seventeen languages and their orthographies. Each chapter discusses a different language in terms of its writing system, reading development, and implications for education. The editors' comprehensive introduction frames the key issues and the final chapter draws conclusions across the seventeen languages.
| Author | : Peggy D. McCardle |
| Publisher | : Extraordinary Brain |
| Total Pages | : 0 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 9781598571851 |
A landmark research volume from The Dyslexia Foundation, this book fully examines what we know about the identification, manifestations, and differences in dyslexia across languages and orthographies. Includes contributions from more than 40 respected res
| Author | : Fan Cao |
| Publisher | : Frontiers Media SA |
| Total Pages | : 130 |
| Release | : 2020-12-15 |
| Genre | : Science |
| ISBN | : 2889662284 |
This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact.
| Author | : Nicola Brunswick |
| Publisher | : Psychology Press |
| Total Pages | : 333 |
| Release | : 2010-06-10 |
| Genre | : Computers |
| ISBN | : 1135167818 |
This text provides a unique and accessible insight into current research in different orthographies. It presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia.
| Author | : P. G. Aaron |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 418 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 940091041X |
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.
| Author | : Nicola Brunswick |
| Publisher | : Psychology Press |
| Total Pages | : 486 |
| Release | : 2010-06-10 |
| Genre | : Psychology |
| ISBN | : 113516780X |
This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic languages. The book brings together contributions from a group of leading literacy researchers from around the world. It begins by examining the development of language skills in monolingual speakers of alphabetic and non-alphabetic languages; it then explores literacy acquisition in bilingual children learning to read in languages with different spelling-sound rules, including English, French, Greek, Welsh and Japanese. The second section is devoted to developmental dyslexia in monolingual and bilingual speakers of different languages and examines the impact of variations in orthography on the symptoms and aetiology of dyslexia. The final section explores the contribution of brain imaging to the study of impaired and unimpaired reading, giving an up-to-the-minute picture of how the brain deals with different languages and writing systems. This is ideal reading for advanced undergraduates and postgraduates who have an interest in language acquisition, reading and spelling, as well as speech and language therapists, teachers and special educational needs professionals.
| Author | : Liliane Sprenger-Charolles |
| Publisher | : Psychology Press |
| Total Pages | : 257 |
| Release | : 2013-04-15 |
| Genre | : Psychology |
| ISBN | : 1134955502 |
Most studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal. Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia. A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.
| Author | : Monika Lodej |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 160 |
| Release | : 2016-08-17 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1443898120 |
According to International Educational Statistics (2008), there are total of 654.9 million school-age children in the world. If dyslexia affects 10–15% of these youth (Fletcher et al. 2007), this translates to approximately 65–98 million students with difficulties in reading and writing. The EU strategic plan for education (2010) recognises the need for EU citizens to speak a foreign language. As such, foreign language courses are introduced on an obligatory basis at the primary level of education. Dyslexic students are not exempt from this regulation, and, thus, are confronted with different language systems that must be mastered. The difficulty here escalates if the systems differ significantly in their levels of orthographic transparency. Reading and writing are operationalised by the same biological functions that are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts, whereas Spanish and Italian are described as transparent orthographies. These differences are discussed in this book as part of the language specific perspective, which can, in turn, raise questions such as: “Is a dyslexic student equally impaired in any language they study?” and “Is the type of difficulty primarily dependent on the language system or is it rather a dyslexia syndrome?” This volume provides answers through a synthesis of research on reading difficulties in first and foreign languages and existing taxonomies of dyslexia sub-types.
