The impact of orthographic consistency on dyslexia: A German-English comparison
Abstract
We examined reading and phonological processing abilities in English and German dyslexic children, each compared with two control groups matched for reading level (8 years) and age (10-12 years). We hypothesised that the same underlying phonological processing deficit would exist in both language groups, but that there would be differences in the severity of written language impairments, due to differences in orthographic consistency. We also hypothesized that systematic differences due to orthographic consistency should be found equally for normal and dyslexic readers. All cross-language comparisons were based on a set of stimuli matched for meaning, pronunciation and spelling. The results supported both hypotheses: On a task challenging phonological processing skills (spoonerisms) both English and German dyslexics were significantly impaired compared to their age and reading age controls. However, there were extremely large differences in reading performance when English and German dyslexic children were compared. The evidence for systematic differences in reading performance due to differences in orthographic consistency was similar for normal and for dyslexic children, with English showing marked adverse effect on acquisition of reading skills.
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Children learning to read German are more able to read their transparent orthography instantiation of pairs of translation equivalents than are matched learners of English.
“For example, children learning to read German are more able to read their transparent orthographyinstantiation of pairs of translation equivalents (e.g., Pflug -plough ) than are matched learners of English (Landerl, Wimmer, & Frith, 1997).”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Landerl, Wimmer, & Frith, 1997
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Self-citationEvidence for a dysfunction of left posterior reading areas in German dyslexic readers.
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- Authors
- Landerl, K., Wimmer, H., & Frith, U.
- Affiliations
- University of Salzburg (AT)
- Corresponding author
- Landerl, Karin
- ORCID
- Landerl, Karin
- Venue
- Cognition
- Publisher
- Elsevier BV
- Published
- 1997-07
- Volume
- 63
- Issue
- 3
- Pages
- 315-334
- ISSN
- 0010-0277 (ISSN-L)
- OpenAlex
- W2136260495
- Cited by
- 582
- References
- 2
- Citations by year
- 2026: 5 · 2025: 13 · 2024: 10 · 2023: 12 · 2022: 18 · 2021: 29 · 2020: 19 · 2019: 29 · 2018: 15 · 2017: 24 · 2016: 20 · 2015: 31 · 2014: 31 · 2013: 29 · 2012: 39
- FWCI
- 20.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Cognition (publishedVersion)
- PubMed (publishedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- dyslexia, orthographic consistency, phonological processing, reading acquisition, English-German comparison, spoonerisms, cross-linguistic comparison, children
- MeSH terms
- Adolescent, Analysis of Variance, Child, Cross-Cultural Comparison, Dyslexia, Female, Humans, Language, Male, Phonetics, Severity of Illness Index, Case-Control Studies
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