Skip to content
Anchorcite

Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.

Johannes Christoph Ziegler, Usha Goswami

Psychological Bulletin · 2005 · 2,877 citations

doi.org/10.1037/0033-2909.131.1.3

Abstract

The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental "footprints" in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.

Cite this paper

Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. https://doi.org/10.1037/0033-2909.131.1.3

Read it with every claim anchored

Add this paper to a project, ask questions of it, and get answers that point to the exact passage.

Start free

Related papers

  1. Orienting of Attention1980
  2. Eye movements in reading and information processing: 20 years of research.1998
  3. The magical number 4 in short-term memory: A reconsideration of mental storage capacity2001
  4. Preventing Reading Difficulties in Young Children1998
  5. Working Memory1992

Metadata from OpenAlex (CC0). Citations are generated from the published record.