Orthography, Phonology, and Reading Development: A Cross-Linguistic Perspective
In this chapter, I attempt to provide a plausible theoretical description at the cognitive level of the connection between phonological awareness and reading development across languages. I propose that the development of reading is founded on phonological processing. Children come to the task of learning to read with varying degrees of phonological awareness, and so reading acquisition is never a purely ‘visual’ task. However, as languages vary in their phonological structure and also in the consistency with which phonology is represented in orthography, crosslanguage differences in the development of certain aspects of lexical representation and in the development of phonological recoding strategies should be expected across orthographies.