Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

By Johannes C. Ziegler, Usha Goswami. Psychological bulletin, 2005

2,906 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/4ef13c1c51a69725003d2368e59569b5a446f16f

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Citations in the corpus

Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “Given that phonological awareness can be seen as an important predictor of word decoding (cf. Ziegler & Goswami, 2005), the inclusion of phonological awareness measures in the design might have helped to further disentangle the effects of lexical restructuring over the grades.”
Cracking the orthographic code: An introduction (2008, background): “The critical question to be examined here is how prelexical orthographic information is mapped onto a prelexical phonological code, a mapping process that is deemed crucial for correct reading acquisition (Ziegler & Goswami, 2005 ), and how that might constrain the nature of the orthographic code (”
Visual Word Recognition (2007, positive): “Because larger units play a more important role in English than in other languages (see Ziegler and Goswami, 2005 for discussion), one would expect to find facilitatory N effects in English and inhibitory N effects in other languages—precisely the pattern normally observed.”
Beyond single syllables: large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model. (2010, positive): “This idea that the phonology used when reading might be organized into onsets and rimes represents a relatively uncontroversial assumption (e.g., Goswami, 2002; Treiman & Zukowski, 1996; Ziegler & Goswami, 2005).”
Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, methodology): “A useful way to describe the orthographic code of a particular language is in terms of transparency and granularity (Wydell & Butterworth, 1999; Ziegler & Goswami, 2005).”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “By contrast, in writing systems referred to as inconsistent or opaque, such as English, the same grapheme is often pronounced differently in different words because the relation between graphemes and phonemes is not one-to-one (Ziegler & Goswami, 2005; Ziegler, Perry, Jacobs, & Braun, 2001).”
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010, background): “…regarding the role of phonological processing in transparent and opaque orthographies differ, as it assumes equal or even stronger involvement of phonological processing in opaque as compared with transparent orthographies (Georgiou, Parrila, & Papadopoulos, 2008; Ziegler & Goswami, 2005).”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, background): “Accordingly, theories of reading acquisition amply recognise the importance of phoneme awareness in the establishment of the reading system (e.g., Bradley & Bryant, 1983; Ehri, 1998; Harm & Seidenberg, 1999; Ziegler & Goswami, 2005).”
Neuroscience and education: from research to practice? (2006, background): “Its greater activation in English could reflect the several levels of spelling-sound correspondence that are important for decoding Englis”
CHILDREN'S COGNITIVE DEVELOPMENT AND LEARNING (2012, background): “Individual differences in the quality of these representations, measured by phonological awareness tasks, predict reading acquisition across languages (Ziegler and Goswami 2005).”
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “The psycholinguistic grain-size hypothesis (Ziegler & Goswami, 2005) proposes that identifying and applying these units of variable size and their complex print-to-sound mappings is more difficult than being able to consistently rely on the phonemic level.”