Developmental dyslexia and culture
The Impact of Writing System and Orthography
Bibliographic Data
| ID | 5708370 |
|---|---|
| Authors | Thomas Lachmann (0000-0002-6901-5935, University of Kaiserslautern, corresponding author), Kelly Bergstrom (0000-0002-4947-7980, University of Kaiserslautern) |
| Year | 2023 |
| Volume | 7 |
| Issue | 2 |
| Pages | 63-69 |
| Publication date | 2023-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Cultural Cognitive Science (JOURNAL) |
| Journal identifiers | ISSN: 2520-100X • E-ISSN: 2520-1018 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s41809-023-00129-z |
| OpenAlex | W4386193760 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
Developmental dyslexia is recognized worldwide. However, there are cultural differences between countries in dyslexia-related issues, including assessment practices and intervention. Language and orthography are essential cultural factors that influence both literacy acquisition and the possible manifestation of developmental dyslexia. These differences in orthographies impose different culturally specific demands on cognitive processes involved in reading acquisition and performance. This special issue focuses on the current research on different writing systems and orthographies and on the theoretical perspectives arising from findings from different orthographies. Thereby, the impact of writing systems and orthographies (e.g., English, Italian, Japanese, Portuguese, Chinese, Bahasa Melayu/Malaysian and braille script) on unimpaired and impaired reading acquisition is considered with regard to the following literacy-relevant issues: (1) the assessment of reading skills and reading-relevant cognitive functions, (2) neurobiological findings and (3) intervention. The findings and theoretical perspectives are discussed within the Multiple-level Framework of Developmental Dyslexia, which is described in detail in a contribution of the special issue
Cognition · Cognitive psychology · Dyslexia · Linguistics · Literacy · Orthography · Pedagogy · Spelling · Writing system · Written language · Cognitive and developmental aspects of mathematical skills · Neuroscience · Neuroscience, Education and Cognitive Function · Psychology · Reading and Literacy Development
How Learning to Read Changes the Cortical Networks for Vision and Language
Writing System Variation and Its Consequences for Reading and Dyslexia
Illiterate to literate
Simple View of Reading in Chinese
Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji
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
Dynamic tests as a language-free method for assessing reading in a multilingual setting
Phonological decoding skill in braille readers
Cognitive subtyping of university students with dyslexia in a semi-transparent orthography
The multiple-level framework of developmental dyslexia
Construct validity of international literacy measures
The effects of script specificity on word recognition
A cross-orthographic view of dyslexia identification
Characterization of reading errors in languages with different orthographic regularity
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |