This book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language. Differences in the orthographic, phonological, morphemic and inflectional structure of a language influence the degree of difficulty encountered by children when learning to read. Consequently, authors describe the linguistic properties of their languages and discuss the problems encountered by dyslexics in that language and the dyslexics' underlying cognitive deficits. The objective of this book is to explore a variety of languages and to identify both the language specific characteristics of reading and spelling problems in each language and the core deficits that are common to all dyslexics regardless of the language of instruction.He had begun receiving reading instruction in Kannada and English since the age of 5. At the time of referral, ... His raw score of 16 indicated that his language comprehension was at approximately the 9-year level. On clinical examinationanbsp;...
|Title||:||Dyslexia in Different Languages|
|Author||:||Nata Goulandris, Margaret J. Snowling|
|Publisher||:||John Wiley & Sons Incorporated - 2003|