Reading and Writing Disorders in Different Orthographic Systems

1. Front Matter

   Pages i-x

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2. Developmental Dyslexia: A Cognitive Developmental Perspective

   • M. J. Snowling

   Pages 1-23

3. Decoding Instruction Based on Word Structure and Origin

   • Marcia K. Henry

   Pages 25-49

4. Orthographic Memory and Learning to Read

   • Pieter Reitsma

   Pages 51-73

5. Relationship Between Cognitive Development, Decoding Skill, and Reading Comprehension in Learning-Disabled Dutch Children

   • Kees P. van den Bos

   Pages 75-86

6. Cerebral Laterality in a Group of Danish Dyslexic Children

   • Steen Larsen

   Pages 87-118

7. Dyslexia in the German Language

   • Renate Valtin

   Pages 119-135

8. Developmental Dyslexia in French Language

   • Marianne Klees

   Pages 137-142

9. The Italian Language: Developmental Reading and Writing Problems

   • Bruno Morchio, Michela Ott, Elia Pesenti

   Pages 143-161

10. Reading Errors in Spanish

    • F. Valle-Arroyo

    Pages 163-175

11. The Phonological Factor in Reading and Spelling of Greek

    • Costos D. Porpodas

    Pages 177-190

12. A Linguistic Study of Reading and Writing Disorders in Turkish, an Agglutinative Language

    • Selma Çapan

    Pages 191-202

13. Orthography and Reading of the Arabic Language

    • Rima Azzam

    Pages 203-218

14. Hebrew Orthography and Dyslexia — A Note

    • Loraine K. Obler

    Pages 219-222

15. Language Representation and Reading in Kannada — A South Indian Language

    • P. Prakash, R. Malatesha Joshi

    Pages 223-230

16. Linguistic Parameters in the Diagnosis of Dyslexia in Japanese and Chinese

    • Michel Paradis

    Pages 231-266

17. Reading and Reading Difficulties in a Morphemic Script

    • Che Kan Leong

    Pages 267-282

18. Lexical Access Viewed from the Information Processing Approach: Reading and Writing (Data from Pathology)

    • Helgard Kremin

    Pages 283-304

19. A Model of the Spelling Process: Evidence from Cognitively Impaired Subjects

    • G. Miceli

    Pages 305-328

20. Working Memory and Learning to Read

    • Charles Hulme

    Pages 329-339

Even though Specific Reading Disability (Dyslexia) has been clinically recognized as a developmental learning disorder for nearly a hundred years. only within the past two decades it has become the subject of major experimental investigation. Because. by definition. dyslexic children are of average or superior intelligence. it is often suspected that some arcane feature of the written language is responsible for the inordinate difficulty experienced by these children in learning to read. The occasional claim that developmental dyslexia is virtually nonexistent in some languages coupled with the fact that languages differ in their writing systems has further rendered orthography a subject of serious investigation. The present Volume represents a collection of preliminary reports of investigations that explored the relationship between orthography and reading disabilities in different languages. Even though not explicitly stated. these reports are concerned with the question whether or not some orthographies are easier to learn to read and write than others. One dimension on which orthographies differ from each other is the kind of relationship they bear to pronunciation. The orthographies examined in this book range from the ones that have a simple one-to­ one grapheme-phoneme relationship to those which have a more complex relationship.

• German
• Orthographie
• Phonem
• intelligence
• language
• learning
• memory

• Department of Educational and School Psychology, Indiana State University, Terre Haute, USA

  P. G. Aaron

• Department of Reading, School of Education, Fayetteville State University, Fayetteville, USA

  R. Malatesha Joshi

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