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Ziegler Johannes C. & Goswami Usha (2005). « Reading acquisition, developmental dyslexia, and skilled reading across languages : A psycholinguistic grain size theory ». Psychological Bulletin, vol. 131, n° 1, p. 3–29. 
Added by: Catherine Reverdy (05 Sep 2013 15:55:24 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Ziegler2005
Categories: Apprentissages et psychologie, General
Subcategories: Neurosciences et Ă©ducation
Keywords: développement cognitif, neurosciences
Creators: Goswami, Ziegler
Collection: Psychological Bulletin
Views: 1694/1953
Views index: 24%
Popularity index: 6%
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.
  
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