Are phonological skills as crucial for literacy acquisition in Japanese as in English as well as in accounting for developmental dyslexia in English and in Japanese?

Abstract Extensive research has shown that phonological awareness including phoneme skills are vital when children acquire literacy in alphabetic languages especially English. Furthermore, on developmental dyslexia (DD) English been conducted with research-informed/well-established definitions of DD. This is because compared to other languages, the prevalence DD high, and thus form a large minority group. These encompasses cognitive-behavioural, neuroimaging, behavioural molecular-genetic studies. There seems be consensus amongst these researchers manifests itself as deficit, deficit hypothesis (as well naming disfluency) for become prominent print-to-sound or sound-to-print mappings not always one-to-one opaque/inconsistent. Now important questions arise discussing how reading non-alphabetic Japanese where logographic Kanji 2-forms syllabic Kana used: (i) learn read Japanese? (ii) can explain will addressed this paper by comparing some neuroimaging studies Chinese, another languag. It may such Chinese at start acquisition. Phonological only older. Instead metalinguistic acquisition orthographic morphological (Chinese), vocabulary size (Japanese), visuo-spatial processing (Chinese Japanese) visual-motor integration skills. Also available used uncover dissociation neural unity an English-Japanese bilingual adolescent boy monolingual