The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders

Tami Katzir; Shelly Shaul; Zvia Breznitz; Maryanne Wolf

doi:10.1007/s11145-004-2655-z

The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders

Tami Katzir, Shelly Shaul, Zvia Breznitz, Maryanne Wolf

Department of Learning Disabilities

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Pages (from-to)	739-768
Number of pages	30
Journal	Reading and Writing
Volume	17
Issue number	7-8
DOIs	https://doi.org/10.1007/s11145-004-2655-z
State	Published - Nov 2004

Bibliographical note

Funding 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.

Keywords

Cross-linguistics
Dyslexia
English
Hebrew
Reading fluency

ASJC Scopus subject areas

Neuropsychology and Physiological Psychology
Education
Linguistics and Language
Speech and Hearing

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/s11145-004-2655-z

Cite this

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abstract = "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.",

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The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

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