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 …

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 …

Reading is an essential skill in modern societies, yet not all learners necessarily become
proficient readers. Theoretical concepts (eg, the orthographic depth hypothesis; the grain …

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 …

Developmental dyslexia is now a recognized disorder in many literate societies. On its
website, the International Dyslexia Association boasts affiliated branches on every continent …

A theory-driven battery of 23 psychometric measures of reading, writing, and related
language processes was administered to 102 probands (affected children in Grades 1 to 6 …

The development of reading depends on phonological awareness across all languages so
far studied. Languages vary in the consistency with which phonology is represented in …

This volume presents the first truly systematic, multi-disciplinary, and cross-linguistic study of
the language and writing system factors affecting the emergence of dyslexia. Bringing …

Research on dyslexia has largely centred on reading. The aim of this study was to assess
the writing of 13 children with and 28 without dyslexia at age 11 years. A programme for …

The 'learning problem'faced by a child acquiring reading is similar across languages, even
though a striking variety of rather different symbol systems have been invented to represent …