Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369-396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well as their individual language-specific attributes. The aim of this study, was to investigate the shared and distinctive characteristics of readers with dyslexia on reading and reading fluency across Hebrew and English orthographies. Differences between 60 Hebrew and English-speaking children with dyslexia on a battery of cognitive, linguistic, and reading measures will be discussed along with theoretical implications.
Bibliographical noteFunding Information:
We acknowledge the support of the National Institute for Child Health and Human Development Grant OD30970-01A1 and the Haan Foundation for Children during ongoing intervention research. We thank, present and past members of the Center for Reading and Language Research at Tufts University: Heidi Bally, Kathleen Biddle, Theresa Deeney, Katherine Donnelly, Wendy Galante, Calvin Gidney, Julie Jeff-ery, Terry Joffe, Cynthia Krug, Lynne Miller, Mateo Obregon, Beth O’Brien, Alyssa O’Rourke, and Maya Rom. The work cited in this article could never have been done without their efforts. We are also indebted to Pat Bowers, Becky Kennedy, Robin Morris, and Maureen Lovett for their intellectual collaborations on this topic as well as to Lauren Berman and Vanara Taing for their editing skills. This study was supported by a grant from the Israeli Ministry of Education.
- Reading fluency
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Linguistics and Language
- Speech and Hearing