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Reading and Dyslexia in Different Orthographies 1st Edition by Nicola Brunswick, Sine McDougall, Paul de Mornay Davies ISBN 0203858468 9780203858462

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Reading and Dyslexia in Different Orthographies 1st Edition Nicola Brunswick Digital Instant Download

Author(s): Nicola Brunswick, Sine McDougall, Paul de Mornay Davies
ISBN(s): 9780203858462, 0203858468
Edition: 1
File Details: PDF, 17.24 MB
Year: 2010
Language: english
SKU: EB-2422778 Category: Tags: , ,

Reading and Dyslexia in Different Orthographies 1st Edition by Nicola Brunswick, Sine McDougall, Paul de Mornay Davies – Ebook PDF Instant Download/Delivery: 0203858468, 9780203858462
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Product details:

ISBN 10: 0203858468 
ISBN 13: 9780203858462
Author: Nicola Brunswick, Sine McDougall, Paul de Mornay Davies

This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic languages. The book brings together contributions from a group of leading literacy researchers from around the world. It begins by examining the development of language skills in monolingual speakers of alphabetic and non-alphabetic languages; it then explores literacy acquisition in bilingual children learning to read in languages with different spelling-sound rules, including English, French, Greek, Welsh and Japanese. The second section is devoted to developmental dyslexia in monolingual and bilingual speakers of different languages and examines the impact of variations in orthography on the symptoms and aetiology of dyslexia. The final section explores the contribution of brain imaging to the study of impaired and unimpaired reading, giving an up-to-the-minute picture of how the brain deals with different languages and writing systems. This is ideal reading for advanced undergraduates and postgraduates who have an interest in language acquisition, reading and spelling, as well as speech and language therapists, teachers and special educational needs professionals.

Reading and Dyslexia in Different Orthographies 1st Table of contents:

Section 1 The development of reading skills in different orthographies
1. Reading and dyslexia in different orthographies: An introduction and overview
 Introduction
 Orthographies: A historical perspective
 Pictograms and ideograms
 Logographic, syllabic and alphabetic orthographies
 Sumerian cuneiform writing: A logographic orthography
 Akkadian: A syllabic orthography
 The development of the alphabet
 Contemporary writing systems
 Logographic writing systems
 Syllabic writing systems
 Alphabetic writing systems
 Contemporary research
 Section 1: The development of reading skills in different orthographies
 Section 2: Developmental dyslexia in different orthographies
 Section 3: Neuroimaging studies of reading in different orthographies
 Conclusion
 Theory development
 Information about the later stages of reading development
 Adopting a flexible and multi‑causal approach
 Reliable and replicated fMRI studies
 References

2. A psycholinguistic grain size view of reading acquisition across languages
 Introduction
 Phonological awareness and reading
 Phonological awareness prior to reading
 Structural vocabulary factors that affect phonological development
 Syllable structure effects on phonological development in different languages
 Levels of phonological awareness in different languages
 Becoming aware of syllables
 Becoming aware of onsets and rimes
 Becoming aware of phonemes
 Orthographic effects on learning to read
 Orthographic effects on phonological awareness as captured by psycholinguistic grain size theory
 Orthographic effects on mapping sounds to letters
 Orthographic effects and the rate of reading acquisition
 Conclusion: Learning to read in different languages—a universal problem with language‑specific solutions
 References

3. Phonological development from a cross‑linguistic perspective
 Introduction
 Theories of phonological development
 Does the evidence support a large‑to‑small sequence of phonological development in English?
 Distinguishing between different types of phonological awareness
 A cross‑linguistic perspective on phonological development
 Study 1: The development of explicit awareness among English and French monolinguals (Duncan, Colé, Seymour, & Magnan, 2006)
 Study 2: Phonological development in English, French, Icelandic, Portuguese and Spanish (Duncan et al., 2009)
 Overview
 The availability of phonological awareness as reading instruction begins
 The interaction between literacy acquisition and phonological development
 Conclusion
 Notes
 References

4. Letter position encoding across deep and transparent orthographies
 Introduction
 Review of previous research with the visual search task
 Visual search performance of skilled and developing readers of English
 Visual search performance of readers of different writing systems
 Visual search performance of readers of orthographies varying in transparency
 Recent research investigating the effect of orthographic transparency on letter search performance in skilled and developing readers
 Theoretical implications and future developments for research with the visual search task
 References

5. Differences in reading ability between children attending Welsh‑ and English‑speaking primary schools in Wales
 Introduction
 Welsh orthography
 Rationale for our study
 Participants in our research
 The second and third years of formal reading instruction
 Performance during the first year of formal reading instruction
 Reading at 10 years of age
 The underachieving tail of English readers
 Are there sex differences in learning to read a transparent orthography?
 The selection of word lists in cross‑cultural comparisons
 Reading in Wales in 2001/2
 Note
 Acknowledgements
 References

6. Writing a language that you can’t hear
 Introduction
 The indirect connection between oral and written language and the deaf child
 The use of suffixes in spelling by deaf children
 Suffix spelling as a predictor of other literacy measures
 Can deaf children’s use of the indirect connection between oral and written language be promoted?
 Conclusion
 Acknowledgements
 References

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Tags: Nicola Brunswick, Sine McDougall, Paul de Mornay Davies, Dyslexia, Orthographies