Fluency, phonology and morphology: A response to the commentaries on becoming literate in different languages

Developmental Science

Volumn 9, Issue 5, 2006, Pages 451-453

  Goswami, Usha ^a,c   Ziegler, Johannes C ^b  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^b CNRS   (France)

^c Faculty of Education   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33746806884     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2006.00511.x     Document Type: Review

References (10)

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3. Durgunoǧlu, A.Y. (2006). Learning to read in Turkish. Developmental Science, 9 (5), 437-439.
4. Frost, R. (2006). Becoming literate in Hebrew: the grain size hypothesis and Semitic orthographic systems. Developmental Science, 9 (5), 439-440.
5. Goswami, U., & Bryant, P.E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates.
6. Paulesu, E. (2006). On the advantage of 'shallow' orthographies: number and grain size of the orthographic units or consistency per se? Developmental Science, 9 (5), 443-444.
7. Pugh, K. (2006). A neurocognitive overview of reading acquisition and dyslexia across languages. Developmental Science, 9 (5), 448-450.
8. Seymour, P.H.K., Aro, M., & Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
9. Wimmer, H. (2006). Don't neglect reading fluency! Developmental Science, 9 (5), 447-448.
10. Ziegler, J.C., Perry, C., Jacobs, A.M., & Braun, M. (2001). Identical words are read differently in different languages. Psychological Science, 12 (5), 379-384.