This study examined whether dyslexic children learning to read German show the same nonword reading deficit, which is characteristic of dyslexic children learning to read English (Rack, Olson, & Snowling, 1992), a deficit which is taken as evidence for a phonological impairment underlying dyslexia. Because the German writing system, in contrast to English, exhibits comparatively simple and stra...

This article addresses the characteristics of learners in emergent stage literacy development and describes two instructional practices that facilitate alphabetic principle concept word text.

Phonological access is an important component in theories and models of word reading. However, phonological regularity and consistency effects are not clearly separable in alphabetic writing systems. We investigated these effects in Chinese, where the two variables are operationally distinct. In this orthographic system, regularity is defined as the congruence between the pronunciation of a com...

Letters and digits, although similar in many respects, also differ in potentially significant ways. Most importantly, letters are elements of an alphabetic writing system, whereas digits are logographs. In this article, we explore whether letters and digits are identified by a single character identification process that makes no fundamental distinction between the two types of characters, or w...

Recent studies suggest that basic effects which are markers of visual word recognition in Indo-European languages cannot be obtained in Hebrew or in Arabic. Although Hebrew has an alphabetic writing system, just like English, French, or Spanish, a series of studies consistently suggested that simple form-orthographic priming, or letter-transposition priming are not found in Hebrew. In four expe...

There are two widely divergent theories about the relation of speech to language. The more conventional view holds that the elements of speech are sounds that rely for their production and perception on two wholly separate processes, neither of which is distinctly linguistic. Accordingly, the primary motor and perceptual representations are inappropriate for linguistic purposes until a cognitiv...

Although in some languages there are phonological distinctions between syllabic and nonsyllabic segments, and between accented and unaccented segments. There is reason to believe that neither syllables nor accent-groups (measures) are present in the phonological representations of words in permanent memory. Syllables and other prosodic structures are characteristically predictable from segmenta...

Citation: Fletcher-Flinn CM (2015) Editorial: Frontiers in the acquisition of literacy. Reading and writing are fundamental to full participation in our societies, yet how children acquire such a large system of interconnected representations of print words, their meanings, and phonology in the brain remains unclear. As the teaching of literacy takes up a large proportion of classroom time in t...

1.0 Introduction This paper discusses the morphology of children's written language from a developmental perspective, examining the acquisition of written morphology in gradeschool children from the beginning of formal literacy education to the end of gradeschool. We examine how children learning to spell Hebrew and Dutch – two typologically very different languages – approach problems in mappi...