Dyslexia in Different Languages

This book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language. Differences in the orthographic, phonological, morphemic and inflectional structure of a language influence the degree of difficulty encountered by children when learning to read. Consequently, authors describe the linguistic properties of their languages and discuss the problems encountered by dyslexics in that language and the dyslexics' underlying cognitive deficits.

The objective of this book is to explore a variety of languages and to identify both the language specific characteristics of reading and spelling problems in each language and the core deficits that are common to all dyslexics regardless of the language of instruction.

Introduction, cross-linguistic studies of dyslexia - an overview of current research.

Cross-linguistic assessment of reading difficulties in English-Afrikaans bilingual children.

Learning to spell in French: How spoken and written language influence the acquisition of spelling skills of Quebec-French speaking children.

Reading disability in Norwegian children.

Dyslexia in German-speaking children.

The manifestation of developmental reading disorders in a regular orthographic system: the Greek language.

Reading and reading difficulties in Polish.

Identifying developmental dyslexia in Arabic - a review of the literature.

Developmental dyslexia in Chinese.

Dyslexia in English and Japanese and 'Hypothesis of Granularity'.

Literacy problems in braille.

Dyslexia in different languages - what next?

Nata Goulandris is the author of Dyslexia in Different Languages, published by Wiley. This book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language. Differences in the orthographic, phonological, morphemic and inflectional structure of a language influence the degree of difficulty encountered by children when learning to read. Consequently, authors describe the linguistic properties of their languages and discuss the problems encountered by dyslexics in that language and the dyslexics' underlying cognitive deficits.

The objective of this book is to explore a variety of languages and to identify both the language specific characteristics of reading and spelling problems in each language and the core deficits that are common to all dyslexics regardless of the language of instruction.