Annals of Dyslexia

, Volume 52, Issue 1, pp 139–163

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

Authors

    • Institute of Child HealthUniversity College London
Part III Cross-Linguistic Aspects Of Literacy Development And Dyslexia

DOI: 10.1007/s11881-002-0010-0

Cite this article as:
Goswami, U. Ann. of Dyslexia (2002) 52: 139. doi:10.1007/s11881-002-0010-0

Abstract

In this paper, I present a theoretical overview at the cognitive level of the role of phonological awareness in reading development and developmental dyslexia across languages. My assumption is that the primary deficit in developmental dyslexia in all languages lies in representing speech sounds: a deficit in “phonological representation.” I will argue that this deficit manifests in somewhat different ways, depending on orthography. I will also argue that the phonological deficit in dyslexia is initially at the syllable and onset-rime levels of phonological awareness, with the development of “phonemic” awareness being a consequence rather than a precursor of reading. Finally, I will suggest that some of the processes underpinning language acquisition are disrupted in dyslexia, in particular, the detection of rhythm in speech.

Copyright information

© The International Dyslexia Association 2002