chapter  27
22 Pages

Theoretical Framework for Beginning Reading in Different Orthographies

It is often noted that a preponderance of empirical and theoretical research focuses on the English language. This has led to a presumption that theoretical models of learning to read in English have a general reference. I recall being told, during a visit to Norway in the late 1980s, that Frith’s (1985) stage model had been officially adopted as descriptive of learning to read in Norwegian. I remember thinking; Wait a minute, surely Frith’s (excellent and influential) paper refers to reading in English. Isn’t Norwegian rather different and might not Norwegians engage in a different process of learning?