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Developmental dyslexia in different languages: language-specific or universal?

Johannes C Ziegler1, Conrad Perry, Anna Ma-Wyatt

  • 1Macquarie Centre for Cognitive Science, Sydney, Australia. ziegler@up.univ-mrs.fr

Journal of Experimental Child Psychology
|October 16, 2003
PubMed
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Developmental dyslexia research often focuses on English. This study shows dyslexic readers share core deficits across English and German, including slow phonological decoding, regardless of language orthography.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Most developmental dyslexia research originates from English-speaking nations.
  • English presents greater reading complexity due to irregular spelling-to-sound correspondences compared to other European orthographies.
  • This linguistic difference necessitates investigating dyslexia's generalizability across diverse orthographies.

Purpose of the Study:

  • To determine if core findings on developmental dyslexia in English generalize to German, an orthography with more regular spelling-to-sound correspondences.
  • To compare reading process marker effects in German- and English-speaking children with dyslexia.
  • To identify cross-orthographic similarities and differences in dyslexic reading mechanisms.

Main Methods:

Related Experiment Videos

  • A comparative study involving 149 German- and English-speaking children.
  • Investigation of theoretically significant marker effects within the reading process.
  • Analysis of reading speed, nonword reading accuracy, and phonological decoding efficiency.

    • Main Results:

    • Dyslexic readers in both German and English exhibit significant similarities in deficits.
    • Common findings include reduced reading speed, a pronounced nonword reading deficit, and slow, serial phonological decoding.
    • These deficits were comparable across orthographies and persisted even in younger children at similar reading levels.
    • While both groups utilized larger orthographic units, English dyslexics showed less efficient integration for grapheme-phoneme decoding.

    Conclusions:

    • The core cognitive and linguistic deficits associated with developmental dyslexia are largely consistent across different orthographies, such as English and German.
    • Phonological decoding appears to be a fundamental challenge in dyslexia, irrespective of the regularity of the spelling-to-sound system.
    • While orthographic processing abilities exist, their effective utilization in decoding differs, potentially impacting reading acquisition in languages like English.