Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework

This paper attempts to integrate recent research findings in phonological development, reading development and dyslexia into a coherent theoretical framework that can provide a developmental account of reading and reading difficulties across languages. It is proposed that the factors governing phonological development across languages are similar, but that important differences in the speed and level of phonological development are found following the acquisition of alphabetic literacy. The causal framework offered is at the level of a cognitive model, which may prove useful in organizing future cross-linguistic developmental work.