Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia

By Z. Breznitz. 2002

115 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “, Bruck, 1990; Lefly & Pennington, 1991; Shaywitz et al., 2003). Childhood dyslexia in consistent orthographies (e.g., German, Italian, Greek, Norwegian, and Hebrew) reveals the same pattern of high accuracy but slow, dysfluent reading (Hagtvet & Lyster, 2003; Porpodas, 2006; Share & Shalev, 2004; W”
Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia (2006, result): “This conceptual framework is also consistent with the timing deficit theory of dyslexia (e.g., Bowers & Wolf, 1993; Breznitz, 2002), according to which timing deficits may interfere with the overall efficiency of the reading system.”
Motor skills, automaticity and developmental dyslexia: A review of the research literature (2004, background): “Olson & Datta, 2002) and auditory domains, both concurrently (Breznitz, 2002; Chiappe, Stringer, Siegel & Stanovich, 2002; Marshall, Snowling & Bailey, 2001) and longitudinally (Share, Jorm, Maclean & Matthews, 2002) argue against the existence of a reliable temporal processing problem in dyslexia.”