Abstract
The title of this paper was suggested by Torleiv Høien as a contribution to the meeting ‘Dyslexia: Advances in Theory and Practice’ held in Stavanger in November 1997. It raises questions about the structure of the orthographic system which exists in the early stages of learning to read and how this might differ from a preceding stage of illiteracy and a subsequent stage of skilled reading. The questions also concern the way in which the initial developments of an orthographic system may be deficient in cases of dyslexia, why this should be so, and what are the adverse consequences for later development.
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Seymour, P.H.K. (1999). Cognitive Architecture of Early Reading. In: Lundberg, I., Tønnessen, F.E., Austad, I. (eds) Dyslexia: Advances in Theory and Practice. Neuropsychology and Cognition, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4667-8_5
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