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The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders

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Abstract

Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369–396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well as their individual language-specific attributes. The aim of this study, was to investigate the shared and distinctive characteristics of readers with dyslexia on reading and reading fluency across Hebrew and English orthographies. Differences between 60 Hebrew and English-speaking children with dyslexia on a battery of cognitive, linguistic, and reading measures will be discussed along with theoretical implications.

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Authors and Affiliations

  1. Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA

    Tami Katzir

  2. Haifa University, Israel

    Shelly Shaul & Zvia Breznitz

  3. Department of Child Development, Tufts University, Medford, Massachusetts, USA

    Maryanne Wolf

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  1. Tami Katzir
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  2. Shelly Shaul
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  3. Zvia Breznitz
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Correspondence to Tami Katzir.

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Katzir, T., Shaul, S., Breznitz, Z. et al. The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders. Read Writ 17, 739–768 (2004). https://doi.org/10.1007/s11145-004-2655-z

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