Abstract
It is probably fair to say that most researchers agree that children’s phonological processing skills play an important causal role in their reading development. Phonological awareness has been found to be a significant predictor of reading development in many orthographies, and deficits in phonological awareness seem to be a feature of dyslexia in many languages. This chapter sets out to examine whether a single theoretical framework can be used to explain the link between phonological skills, reading development and dyslexia in different orthographies, or whether different frameworks might be required for different languages. The examination will focus on three questions: (1) is the sequence of phonological development the same across different linguistic environments? (2) does awareness of the same phonological units predict reading development in different linguistic environments? and (3) do the connections that children make between orthography and phonology differ depending on the phonological units that are salient in a particular language?
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Goswami, U. (1999). Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies. In: Lundberg, I., Tønnessen, F.E., Austad, I. (eds) Dyslexia: Advances in Theory and Practice. Neuropsychology and Cognition, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4667-8_8
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DOI: https://doi.org/10.1007/978-94-011-4667-8_8
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