Dyslexia Across Languages

Orthography and the Brain-Gene-Behavior Link
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Dyslexia Across Languages
Peggy McCardle, Ph.D., MPH, Brett Miller, Ph.D., Jun Ren Lee, Ph.D., Ovid J. L. Tzeng, Ph.D.
Special Education
A landmark research volume from The Dyslexia Foundation, this book fully examines what we know about the identification, manifestations, and differences in dyslexia across languages and orthographies. Includes contributions from more than 40 respected researchers.
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STOCK NUMBER ISBN
71851 978-1-59857-185-1
COPYRIGHT PAGES
2011 368
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What causes dyslexia, and how does it manifest across languages? As bilingualism becomes increasingly important globally, these questions have never been more critical—and this comprehensive volume from The Dyslexia Foundation explores them in unprecedented depth.

Bringing together the best brain-based, genetics, and behavioral research in the field from more than 40 of today's most highly respected researchers, this landmark volume fully examines what we know about the identification, manifestations, and potential differences in dyslexia across languages and orthographies. International contributors share their groundbreaking studies, helping researchers and graduate-level students investigate key questions about dyslexia:

  • How does dyslexia vary in frequency and manifestation among speakers of various alphabetic and nonalphabetic languages?
  • How might the characteristics of different languages affect reading acquisition and reading difficulties?
  • How do genetic profiles interact with environment to influence how reading difficulties manifest?
  • Are there unique neurobiological and/or behavioral characteristics that are universal to dyslexia?
  • How can computational and statistical modeling contribute to a better understanding of reading difficulties in children and adults?
  • In what ways might bilingualism influence reading and reading difficulties?

The editors also lay out a clear agenda for future research on reading, writing, and dyslexia across the world's languages and orthographies. These specific next steps will pave the way for more and better research and encourage stronger interdisciplinary collaborations among fields, such as cognitive science, neuroscience, genetics, and education.

Reflecting 20 years of progress in our understanding of dyslexia, this foundational volume will lay the groundwork for tomorrow's practical resources—and help ensure that all children around the world have access to the best, most effective reading instruction.

With contributions by:

  • Diane August
  • Stanislas DeHaene
  • Albert M. Galaburda
  • Tomi K. Guttorm
  • Debra Jared
  • Chia Ying Lee
  • Joseph J. LoTurco
  • Gigi Luk
  • James S. Magnuson
  • Catherine McBride-Chang
  • Charles Perfetti
  • Ulla Richardson
  • Mark Seidenberg
  • Ayumi Seki
  • Linda S. Siegel
  • Shelley D. Smith
  • Richard K. Wagner
  • Johannes C. Ziegler

This book is part of the Brookes Publishing The Extraordinary Brain Series

About the Editors
About the Contributors
About The Dyslexia Foundation
Preface (English and Mandarin)
Acknowledgments
Introduction
William S-Y. Wang & Yaching Tsai

I. Looking Across Orthographies

  1. Reading Processes and Reading Problems: Progress Toward a Universal Reading Science
    Charles Perfetti
  2. Fundamentals of Chinese Reading Development and How They Might Impact Concepts of Dyslexia in Chinese
    Catherine McBride-Chang & Phil D. Liu
  3. The Statistical Learning Perspective on Chinese Reading
    Chia Ying Lee
  4. Prevention of Reading Difficulties in Highly Transparent Finnish
    Ulla Richardson, Mikko Aro, & Heikki Lyytinen
  5. Reading Akshara: indianAlphasyllabary
    Prakash Padakannaya & Nallur B. Ramachandra
Integrative Summary—Looking Across Orthographies
Ram Frost

II. Brain Studies: What They Show Across Orthographies

  1. Reading as Neuronal Recycling: A Universal Brain Organization Underlying Reading Acquisition
    Stanislas DeHaene
  2. Functional MRI Studies on Japanese Orthographies: Studies in Reading Development and Reading Difficulties
    Ayumi Seki
  3. Brain Activation Measures in Predicting Reading Skills and Evaluating Intervention Effects in Children at Risk for Dyslexia
    Tomi K. Guttorm, Leena Alho-Näveri, Ulla Richardson, & Heikki Lyytinen
Integrative Summary—Brain Studies: What They Show Across Orthographies
Kenneth R. Pugh

III. Additional Approaches to the Study of Dyslexia Across Languages: Modeling

  1. Reading in Different Writing Systems: One Architecture, Multiple Solutions
    Mark Seidenberg
  2. Understanding Developmental Dyslexia Through Computational Modeling: An Individual Deficit-Based Simulation Approach
    Johannes C. Ziegler
  3. Phonological Instability in Young Adult Poor Readers: Time-Course Measures and Computational Modeling
    James S. Magnuson, Anuenue Kukona, David Braze, Clinton L. Johns, Julie A. Van Dyke, Whitney Tabor, W. Einar Mencl, Kenneth R. Pugh, & Donald Shankweiler
  4. Using Response to Intervention for Identification and Classification
    Richard K. Wagner, Jessica Brown Waesche, Christopher Schatschneider, Jon Maner, & Yusra Ahmed
Integrative Summary—Reflections on Additional Approaches to the Study of Dyslexia
Brett Miller, Peggy McCardle, & Jun Ren Lee

IV. Genetics and Neurobiology

  1. Neurogenetic Contribution to Developmental Reading Disorders
    Albert M. Galaburda, Roslyn Holly Fitch, Joseph J. LoTurco, & Glenn D. Rosen
  2. Human Genetic Contributions to the Neurobiology of Dyslexia
    Shelley D. Smith
Integrative Summary—Genetics and Reading Across Orthographies
Robert Plomin & Yulia Kovas

V. Bilingualism, Cognition, Reading, and Intervention

  1. Cognitive Processes in Bilingual Reading
    Debra Jared & Judith F. Kroll
  2. Language Representation and Cognitive Control in Bilinguals: Implications for Dyslexia
    Gigi Luk & Ellen Bialystok
  3. Early Identification and Intervention to Reduce the Incidence of Reading Difficulties for English Language Learners and English First Language Students
    Linda S. Siegel
  4. Developing Oral Proficiency in Second Language Learners in the Context of Literacy Instruction
    Diane August
Integrative Summary—Bilingualism and Second Language Learning: Implications for Reading and Dyslexia Research
Peggy McCardle & Brett Miller
  1. Future Directions in Research on Dyslexia Across Languages and Orthographies
    Peggy McCardle, Jun Ren Lee, Ovid J.L. Tzeng, & Brett Miller

Index

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Reviews

Barbara Foorman, Francis Eppes Professor of Education and Director, Florida Center for Reading Research at Florida State University - June 1, 2011
"Helps us understand what it means to be dyslexic in Chinese, Finnish, and English and, at the same time, appreciate the universals of cognition, genetics, and neurobiology."
Usha Goswami, Professor of Cognitive Developmental Neuroscience; Director, Centre for Neuroscience in Education, University of Cambridge - June 1, 2011
"A state-of-the-art guide to the new methods and research perspectives that will be critical in solving the puzzle of this learning disability and providing more effective remediation."

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