Reading and Dyslexia in Different Orthographies

This text provides a unique and accessible insight into current research in different orthographies. It presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia.

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.

U. Frith, Foreword. Part 1. The Development of Reading Skills in Different Orthographies. S. McDougall, N. Brunswick, P. de Mornay Davies, Reading and Dyslexia in Different Orthographies: An Introduction and Overview. U. Goswami, A Psycholinguistic Grain Size View of Reading Acquisition Across Languages. L.G. Duncan, Phonological Development from a Cross-Linguistic Perspective. M. Ktori, N. Pitchford, Letter Positioning Encoding Across Deep and Transparent Orthographies. J.R. Hanley, Differences in Reading Ability Between Children Attending Welsh and English-Speaking Primary Schools in Wales. T. Nunes, D. Burman, D. Evans, D. Bell, Writing a Language you Can't Hear. Part 2. Developmental Dyslexia in Different Orthographies. N. Brunswick, Unimpaired Reading Development and Dyslexia Across Different Languages. R. Davies, F. Cuetos, Reading Acquisition and Dyslexia in Spanish. D. Paizi, P. Zoccolotti, C. Burani, Lexical Reading in Italian Developmental Dyslexic Readers. I. Su, K. Klingebiel, B. Weekes, Dyslexia in Chinese: Implications for Connectionist Models of Reading. J. Everett, D. Ocampo, K. Veii, S. Nenopoulou, I. Smythe, H. al Mannai, G. Elbeheri, Dyslexia in Biscriptal Readers. Part 3. Neuroimaging Studies of Reading in Different Orthographies. E. Paulesu, N. Brunswick, F. Paganelle, Cross-Cultural Differences in Normal and Dyslexic Reading: Behavioural and Functional Anatomical Observations in Readers of Regular and Irregular Orthographies. B. Weekes, Lexical Retrieval in Alphabetic and Non-Alphabetic Scripts: Evidence From Brain Imaging.