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.
General
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