About the project
Children in reading and writing cultures are expected to transition from oral communication to mastery of scripts at some point, typically through formal schooling. For most children, this transition is smooth and satisfying, but for quite a few it offers considerable problems.
In a number of projects, we study reading and writing development among children with very delayed literacy progress at school, sometimes characterized as dyslexia. We study basic aspects of the psychological/phonological processes implicated in reading and writing difficulties and ways of remediating such conditions. Most of our studies include children representing different languages and writing systems from a comparative perspective, enabling investigations of similarities and differences in manifestations of assumed underlying causes.
Keresteš, G., Brkovic, I., Siegel, L., Tjus, T., & Hjelmquist, E. (online 2019). Literacy Development beyond Early Schooling: A 4-year Follow-up Study of Croatian. Reading and Writing