The science of reading has made genuine progress in understanding reading and the
teaching of reading, but is the science of reading just the science of reading English …

Most current theories of reading and dyslexia derive from a relatively narrow empirical base:
research on English and a handful of other European alphabets. Furthermore, the two …

In this critique of current reading research and practice, the author contends that the extreme
ambiguity of English spelling–sound correspondence has confined reading science to an …

Reading has universal properties that can be seen across the world's writing systems. The
most important one is the universal language constraint: All writing systems represent …

We review cognitive-linguistic approaches to conveying meaning, sound, and orthographic
information across scripts in order to highlight the impact of variability in written and spoken …

In the course of 30 years or so, the idea that reading words requires phonology has
ascended from a minority view to one with such a substantial majority that it now amounts to …

In the thoroughly updated second edition of this unique book, Catherine McBride examines
how the languages we know help structure the process of becoming literate. Taking an …

Objective data on the relative frequency of occurrence of the multifarious phoneme-
grapheme correspondences of English, which the author dealt with in an earlier book …

We report the associations between phonological awareness and orthographic knowledge
in readers of alphasyllabic Kannada. Less fluent 9-to 12-year-olds with lower orthographic …

Until about two decades ago, the study of writing systems and their relationship to literacy
acquisition was sparse and generally modeled after studies of English language learners …