Phonology, reading development, and dyslexia: A cross-linguistic perspective

By Usha Goswami. 2002

304 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/fc56ded104608ca972e86d042201cb5b08614969

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Citations in the corpus

Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic (2006, background): “The transparency of the script has been found to be an important factor (see discussions in, for example, Goswami, 2002; Goulandris, 2003; Katz & Frost, 1992; Landerl, Wimmer, & Frith, 1997; Leong & Joshi, 1997; Smythe, Everatt, & Salter, 2004).”
LANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION (2003, background): “In the search for the cause of these problems, one particularly fruitful area of research has been phonological processing, especially phonological awareness (Brady & Shankweiler, 1991; Catts & Kamhi, 1999; Goswami, 2002; Stanovich, 1988; Wagner & Torgesen, 1987).”
Linguistic constraints on children's ability to isolate phonemes in Arabic (2007, background): “…phonological and lexical development in English, because phonological neighborhood among English words is dominated by rime neighborhood (De Cara & Goswami, 2002; Goswami, 2000; Goswami & De Cara, 2000; Luce & Pisoni, 1998; Metsala, 1997a, 1997b, 1999; Metsala & Walley, 1998; Treiman & Kessler,…”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, methodology): “First, researchers have hypothesized that the effect of consistent spelling-sound correspondences along with phonics instruction in orthographically consistent languages is sufficiently powerful to secure children’s phonological recoding skills after a few months of reading experience, regardless of”
Primary school text comprehension predicts mathematical word problem-solving skills in secondary school (2016, unknown): “…that in such language environments, the rate of development of literacy skills, particularly the acquisition of decoding accuracy, is rapid in comparison to languages with more inconsistent orthography, e.g. the English language (Aro, 2006; Goswami, 2002; Torgesen, Rashotte, & Alexander, 2001).”
Exploring the reading–writing connection in Chinese children with dyslexia in Hong Kong (2006, result): “... of different languages with scriptsound correspondence more transparent or more opaque than English, or languages that are non-alphabetic such as Chinese, could contribute differently to the types of cognitive deficits experienced by dyslexic readers, the phonological deficit hypothesis has rece”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, background): “…by comparing the percentage of rime neighbors, onset–vowel neighbors, and consonant neighbors for English, German, French, and Dutch.2 For a target word like cot, pot would be a rime neighbor, cop would be an onset–vowel neighbor, and kit would be a consonant neighbor (see De Cara & Goswami, 2002).”
Locus of orthographic effects in spoken word recognition: Novel insights from the neighbour generation task (2004, background): “It has been argued, however, that such meta-phonological tasks might be solved using orthographic strategies (Goswami, 2002a).”
Links between early rhythm skills, musical training, and phonological awareness (2013, unknown): “Finally, children develop the ability to segment words and syllables into individual phonemes (Goswami, 2002)—the advanced PA skill that they will need”
A longitudinal study of phonological processing skills and reading in bilingual children (2005, background): “These findings suggest that phonological awareness is universally related to learning to read in an alphabetic language (Durgunoglu, 2002; Goswami, 2002).”
Neuroconstructivism - I: How the Brain Constructs Cognition (2007, background): “Compared to languages with consistent mappings (e.g., Italian and Spanish), inconsistent mappings can delay proficient grapheme-phoneme decoding by up to two years (Goswami, 2002).”
Beyond single syllables: large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model. (2010, unknown): “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).”