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Phonological representations, reading development and dyslexia: towards a cross‐linguistic theoretical framework
Author(s) -
Goswami Usha
Publication year - 2000
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(200004/06)6:2<133::aid-dys160>3.0.co;2-a
Subject(s) - dyslexia , reading (process) , biological theories of dyslexia , developmental dyslexia , psychology , phonological awareness , cognitive psychology , literacy , linguistics , phonology , cognition , phonological development , pedagogy , philosophy , neuroscience
This paper attempts to integrate recent research findings in phonological development, reading development and dyslexia into a coherent theoretical framework that can provide a developmental account of reading and reading difficulties across languages. It is proposed that the factors governing phonological development across languages are similar, but that important differences in the speed and level of phonological development are found following the acquisition of alphabetic literacy. The causal framework offered is at the level of a cognitive model, which may prove useful in organizing future cross‐linguistic developmental work. Copyright © 2000 John Wiley & Sons, Ltd.