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This study presents a three-phase model for literacy development, highlighting the interplay between reading and writing skills. Understanding these phases is crucial for identifying and addressing developmental dyslexia and related literacy disorders.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Few theories explain normal literacy development considering distinct reading and spelling cognitive processes.
  • Literacy acquisition involves distinct stages: logographic, alphabetic, and orthographic skills.

Purpose of the Study:

  • To propose a novel framework for normal literacy development.
  • To elucidate the relationship between reading and writing processes in skill acquisition.
  • To provide a developmental perspective on literacy disorders, including developmental dyslexia.

Main Methods:

  • Theoretical framework development.
  • Analysis of cognitive processes in reading (input) and writing (output).
  • Modeling stepwise skill acquisition and potential breakdowns.

Main Results:

  • Literacy acquisition progresses through three phases: logographic, alphabetic, and orthographic.
  • Reading and writing act as pacemakers, driving progress through distinct phases.
  • Disorders arise from breakdowns at critical points, characterized by deficiencies and compensatory skills.

Conclusions:

  • The proposed three-phase model offers a developmental perspective on literacy acquisition.
  • Understanding the interplay and opposition between reading and writing is key to explaining literacy disorders.
  • This model is essential for a comprehensive view of developmental dyslexia.