Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory

The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences...

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Bibliographic Details
Published in:Psychological bulletin 2005-01, Vol.131 (1), p.3-29
Main Authors: Ziegler, Johannes C, Goswami, Usha
Format: Article
Language:English
Subjects:
Aptitude
Biological and medical sciences
Child
Child development
Contrastive Linguistics
Crosslinguistic studies
Developmental dyslexia
Developmental psychology
Developmental Stages
Dyslexia
Dyslexia - diagnosis
Fundamental and applied biological sciences. Psychology
Grain size
Human
Humans
Language
Learning
Linguistics
Orthographic processing
Phonemes
Phonological Awareness
Phonology
Psycholinguistics
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Development
Reading disabilities
Reading Processes
Reading Skills
Reading Strategies
Second languages
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Summary:The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental "footprints" in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.
ISSN:0033-2909
1939-1455
DOI:10.1037/0033-2909.131.1.3