Braille is a tactile writing system used by people who are visually impaired. It is traditionally written with embossed paper. Braille users can read computer screens and other electronic supports using refreshable braille displays. They can write braille with the original slate and stylus or type it on a braille writer, such as a portable braille notetaker or computer that prints with a braille embosser.
English orthography is the system of writing conventions used to represent spoken English in written form that allows readers to connect spelling to sound to meaning.
Reading education is the process by which individuals are taught to derive meaning from text. Schoolchildren not capable of reading competently by the end of third grade can face obstacles to success in education. The third grade marks a crucial point in reading because students start to encounter broader variety of texts in their fourth grade.
Hyperlexia is a syndrome characterized by a child's precocious ability to read. It was initially identified by Norman E. Silberberg and Margaret C. Silberberg (1967), who defined it as the precocious ability to read words without prior training in learning to read, typically before the age of 5. They indicated that children with hyperlexia have a significantly higher word-decoding ability than their reading comprehension levels. Children with hyperlexia also present with an intense fascination for written material at a very early age.
The Danish and Norwegian alphabet, called the Dano-Norwegian alphabet is based upon the Latin alphabet and has consisted of the following 29 letters since 1917 (Norwegian) and 1948 (Danish).
El (Лл) is a letter of the Cyrillic script.
Typoglycemia is a neologism for a purported recent discovery about the cognitive processes behind reading written text. The word appears to be a portmanteau of "typo", as in typographical error, and "hypoglycemia". It is an urban legend/Internet meme that appears to have an element of truth to it. No such research was carried out at the University of Cambridge.
In cognitive psychology, the word superiority effect (WSE) refers to the phenomenon that people have better recognition of letters presented within words as compared to isolated letters and to letters presented within nonword strings. Studies have also found a WSE when letter identification within words is compared to letter identification within pseudowords and pseudohomophones.
According to the alphabetic principle, letters and combinations of letters are the symbols used to represent the speech sounds of a language based on systematic and predictable relationships between written letters, symbols, and spoken words. The alphabetic principle is the foundation of any alphabetic writing system.
In the Latin-based orthographies of many European languages, a distinction between hard and soft ⟨c⟩ occurs in which ⟨c⟩ represents two distinct phonemes. The sound of a hard ⟨c⟩ is that of the voiceless velar stop, while the sound of a soft ⟨c⟩, depending on language, may be a fricative or affricate. In English, the sound of soft ⟨c⟩ is.
In the Latin-based orthographies of many European languages, the letter ⟨g⟩ is used in different contexts to represent two distinct phonemes, often called hard and soft ⟨g⟩. The sound of a hard ⟨g⟩ is usually the voiced velar plosive while the sound of a soft ⟨g⟩ may be a fricative or affricate, depending on the language. In English, the sound of soft ⟨g⟩ is the affricate, as in general, giant, and gym.
Isabelle Yoffe Liberman (1918–1990) was an American psychologist, born in Latvia, who was an expert on reading disabilities, including dyslexia. Isabelle Liberman received her bachelor's degree from Vassar College and her doctorate from Yale University. She was a professor at the University of Connecticut from 1966 through 1987 and a research associate at the Haskins Laboratories.
Leonard Katz (1938-2017) was an American experimental psychologist, born in Boston, Massachusetts. He was a Professor of Psychology at the University of Connecticut (1965–2006) and then Professor Emeritus until 2017. He was a Fellow of the American Association for the Advancement of Science and the Association for Psychological Science.
Dyslexia is a complex, lifelong disorder involving difficulty in learning to read or interpret words, letters and other symbols. Dyslexia does not affect general intelligence, but is often co-diagnosed with ADHD. There are at least three sub-types of dyslexia that have been recognized by researchers: orthographic, or surface dyslexia, phonological dyslexia and mixed dyslexia where individuals exhibit symptoms of both orthographic and phonological dyslexia. Studies have shown that dyslexia is genetic and can be passed down through families, but it is important to note that, although a genetic disorder, there is no specific locus in the brain for reading and writing. The human brain does have language centers, but written language is a cultural artifact, and a very complex one requiring brain regions designed to recognize and interpret written symbols as representations of language in rapid synchronization. The complexity of the system and the lack of genetic predisposition for it is one possible explanation for the difficulty in acquiring and understanding written language.
In linguistics, the orthographic depth of an alphabetic orthography indicates the degree to which a written language deviates from simple one-to-one letter–phoneme correspondence. It depends on how easy it is to predict the pronunciation of a word based on its spelling: shallow orthographies are easy to pronounce based on the written word, and deep orthographies are difficult to pronounce based on how they are written.
Word recognition, according to Literacy Information and Communication System (LINCS) is "the ability of a reader to recognize written words correctly and virtually effortlessly". It is sometimes referred to as "isolated word recognition" because it involves a reader's ability to recognize words individually from a list without needing similar words for contextual help. LINCS continues to say that "rapid and effortless word recognition is the main component of fluent reading" and explains that these skills can be improved by "practic[ing] with flashcards, lists, and word grids".
The dual-route theory of reading aloud was first described in the early 1970s. This theory suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud, with output of both mechanisms contributing to the pronunciation of a written stimulus.
