Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies.

By Heinz Wimmer, Heinz Mayringer. 2002

305 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/48c867aca9dc4d78dee09208ffa420e3c0546583

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008, background): “In spite of the unconventional measure of phonological awareness, overall, earlier findings in German, Dutch, and Italian (de Jong & van der Leij, 1999, 2002; Di Filippo et al., 2005; Wimmer & Mayringer, 2002; Wimmer et al., 2000) can be confirmed.”
Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability (2009, background): “This point was made most clearly by Wimmer and colleagues (Landerl, 2001; Wimmer, 1993; Wimmer & Mayringer, 2002; Wimmer, Mayringer, & Landerl, 1998).”
Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study (2010, background): “…consistent writing systems such as Turkish, Dutch, and German have found phonological awareness to play a more central role in children’s early spelling development than reading development (Babayiğit & Stainthorp, 2007; Landerl & Wimmer, 2008; van Bon & van Leeuwe, 2003; Wimmer & Mayringer, 2002).”
The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “For example, Wimmer and Mayringer (2002) did not take reading errors into account, “as reading accuracy was close to ceiling” (p. 273).”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, methodology): “…systems can be explained in terms of the facilitative effect of a simple writing system on the development of word reading accuracy, which seems to render the role of phonological awareness skills largely redundant in word reading skills beyond the early stages (Wimmer & Mayringer, 2002).”
Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia (2010, background): “Facoetti et al. 1013 1014 Journal of Cognitive Neuroscience Volume 22, Number 5 The importance of a speed deficit is well established in shallow orthographies (e.g., Wimmer & Mayringer, 2002; Tressoldi, Stella, & Faggella, 2001; Wimmer, 1993).”