Introduction on regular and impaired reading in semitic languages

Introduction on regular and impaired reading in semitic languages Reading and Writing: An Interdisciplinary Journal 17: 645–649, 2004. 645 2004 Kluwer Academic Publishers. Printed in the Netherlands. ZVIA BREZNITZ Laboratory for Neurocognitive Research, Faculty of Education, University of Haifa, Haifa, Israel No orthography appears immune to reading disorders. It is well docu- mented that developmental reading disabilities are a problem with glo- bal dimensions (Breznitz, 1997a,b; Wimmer, 1993). Until recently, insights concerning dyslexia have been based solely on irregular English orthography; however, emerging data has begun to show that dyslexia is manifested in distinctively varied ways in different languages (Wimmer, 1993). The present special issue presents research evidence regarding the regular and impaired reading process in three languages, Hebrew, Arabic, and English, which differ in their phonological, orthographical and morphological structures (Ben-Dror, Bentin & Frost, 1995; Ben- Dror, Frost & Bentin, 1995; Bentin & Frost, 1995; Deutsch & Rayner, 1999; Gronau & Frost, 1997; Levin & Landsmann, 1989; Ravid, 1996; Shatil, unpublished; Shimron, 1999). These differences may affect the processes of reading acquisition and reading breakdown into the three languages. Cross-linguistic comparison of the three languages allows research a window into processes that are domain general vs. processes that are domain specific in reading and reading disabilities. Hebrew Reading and Writing Springer Journals

Introduction on regular and impaired reading in semitic languages

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Kluwer Academic Publishers
Copyright © 2004 by Kluwer Academic Publishers
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
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