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Reading and Dyslexia in Different Orthographies

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awareness
bilingual reading acquisition
brain imaging in dyslexia research
Category=CFDC
Category=JMC
Category=JMR
Category=JNC
Category=JNSG
children
cross-linguistic literacy
De Zubicaray
Deaf Children
deep
Deep Orthographies
depth
developmental
Developmental Dyslexia
developmental language disorders
Dyslexic Readers
Early Orthographic Processing
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Grapheme Phoneme Correspondences
Letter Position Encoding
lexical
neurocognitive assessment
Non-alphabetic Scripts
Non-dyslexic Readers
Non-lexical Route
orthographic
Orthographic Depth
Orthographic Depth Hypothesis
Orthographic Facilitation
orthographic transparency
Phoneme Awareness
Phonetic Radical
phonological
Phonological Awareness
Phonological Dyslexia
phonological processing
readers
Reading Aloud
SERIOL Model
Solar Model
Spelling Sound Mappings
transparent
Transparent Orthographies
Welsh Children
Written Word Recognition

Product details

  • ISBN 9780415651332
  • Weight: 620g
  • Dimensions: 156 x 234mm
  • Publication Date: 15 Nov 2012
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

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.
About
Nicola Brunswick is Senior Lecturer in Psychology at Middlesex University. Her research explores cognitive and psychophysiological aspects of reading development and developmental dyslexia in children and adults. She is a trustee of the British Dyslexia Association. Siné McDougall is Professor of Psychology at Bournemouth University. Her research examines the phonological and memory skills that children need to learn to read successfully and how difficulties with reading acquisition might be overcome through appropriate intervention. Her work has also examined the factors influencing the way we interpret the icons, symbols and signs that we encounter in our everyday lives. Paul de Mornay Davies is Senior Lecturer in Psychology at Middlesex University. His research is focused on acquired disorders of language following brain damage, and in particular how the surface structure of the language spoken impacts on the ability to access meaning from sound and print.