Literature Review : Syllabic Method and the Role of Orthography in Early Childhood Literacy Development
Article Sidebar
-
early literacy, syllabic method, orthography, phonological awareness, early childhood education, systematic literature review
Abstract
Purpose – This study aims to analyze the role of orthography in early childhood literacy development by emphasizing the importance of syllable-based learning in languages with transparent orthography, such as Indonesian. Understanding how orthographic structure influences phonological awareness is essential for designing effective literacy instruction during early childhood.
Design/methods/approach – This study employed a Systematic Literature Review (SLR) approach guided by the PRISMA protocol. A total of 29 peer-reviewed articles published between 2019 and 2024 were selected through strict inclusion and exclusion criteria to ensure methodological rigor and research quality. The review focused on examining the relationship between orthographic transparency, phonological awareness, and early literacy acquisition.
Findings – The results demonstrate that phonological awareness, which begins with syllable recognition before progressing to phoneme-level awareness, is a strong predictor of early literacy success in transparent orthographic systems. The synthesis identified three major themes: (1) literacy acquisition in transparent orthographies, (2) syllable introduction as the initial stage of phonological awareness development, and (3) key predictors influencing early literacy development. These findings indicate that syllable-based instruction can significantly support early reading and writing acquisition.
Research implications/limitations – This study is limited to a systematic literature review and does not include experimental validation. Future research is recommended to conduct empirical investigations examining the effectiveness of syllable-based literacy instruction among preschool-aged children in Indonesia and other contexts with transparent orthographic systems.
Originality/value – This study offers a comprehensive synthesis of recent scholarly works examining the relationship between orthography and early literacy development. It provides valuable insights for educators, policymakers, and curriculum designers by highlighting the importance of aligning literacy instruction with linguistic characteristics, particularly through syllable-based learning approaches in early childhood education.
Full text article
References
Albritton, K., Patton Terry, N., & Truscott, S. D. (2018). Examining the Effects of Performance Feedback on Preschool Teachers’ Fidelity of Implementation of a Small-Group Phonological Awareness Intervention. Reading & Writing Quarterly, 34(5), 361–378. https://doi.org/10.1080/10573569.2018.1456990
Alcock, K. J., Ngorosho, D., Deus, C., & Jukes, M. C. H. (2010). We don’t have language at our house: Disentangling the relationship between phonological awareness, schooling, and literacy. British Journal of Educational Psychology, 80(1), 55–76. https://doi.org/10.1348/000709909X424411
Altani, A., Protopapas, A., Katopodi, K., & Georgiou, G. K. (2020). From individual word recognition to word list and text reading fluency. Journal of Educational Psychology, 112(1), 22–39. https://doi.org/https://doi.org/10.1037/edu000035
Amadi, E. A. (2019). European Journal of Applied Linguistics Studies BOTTOM-UP THEORY AND PHONICS INSTRUCTION: IMPLICATIONS FOR BEGINNING READING. European Journal of Applied Linguistics Studies, 1(2), 89–99. https://doi.org/10.5281/zenodo.3228773
Anthony, J. L., & Francis, D. J. (2005). Development of Phonological Awareness. Current Directions in Psychological Science, 14(5), 255–259. https://doi.org/10.1111/j.0963-7214.2005.00376.x
Anthony, J. L., & Lonigan, C. J. (2004). The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. Journal of Educational Psychology, 96(1), 43–55. https://doi.org/10.1037/0022-0663.96.1.43
ANTHONY, J. L., LONIGAN, C. J., DRISCOLL, K., PHILLIPS, B. M., & BURGESS, S. R. (2003). Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38(4), 470–487. https://doi.org/10.1598/RRQ.38.4.3
Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868–883. https://doi.org/10.1037/edu0000006
Bar‐Kochva, I., & Nevo, E. (2019). The relations of early phonological awareness, rapid‐naming and speed of processing with the development of spelling and reading: a longitudinal examination. Journal of Research in Reading, 42(1), 97–122. https://doi.org/10.1111/1467-9817.12242
Bedewy, D. (2020). The Effect of phonemic awareness on EFL word recognition in a Sample of Arabic Native Preschool Children Speakers. In Review Article PSYCHOLOGY AND EDUCATION (Vol. 57, Nomor 2). www.psychologyandeducation.net
Cadime, I., Alves, D., Mendes, S., Pinto, P., & Cruz, J. (2025). Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training. International Journal of Early Childhood, 57(1), 157–179. https://doi.org/10.1007/s13158-024-00393-2
Cain, K., & Oakhill, J. (2011). Matthew Effects in Young Readers. Journal of Learning Disabilities, 44(5), 431–443. https://doi.org/10.1177/0022219411410042
Carrillo, M. (1994). Development of phonological awareness and reading acquisition. Reading and Writing, 6(3), 279–298. https://doi.org/10.1007/BF01027086
Carroll, J. M., Snowling, M. J., Stevenson, J., & Hulme, C. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39(5), 913–923. https://doi.org/10.1037/0012-1649.39.5.913
Castro, D. A. S., & Barrera, S. D. (2019). The contribution of emergent literacy skills for early reading and writing achievement. Trends in Psychology, 27(2), 509–522. https://doi.org/10.9788/TP2019.2-15
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation. Scientific Studies of Reading, 3(4), 331–361.
Chen, M. J., Yin, G. J., Goh, H. S., Soo, R. S., Raja Harun, R. N. S., Singh, C. K. S., & Wong, W. L. (2022). Theoretical Review of Phonics Instruction among EFL Beginner-level Readers in China. International Journal of Academic Research in Progressive Education and Development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/13141
Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
Clay, M. M. (1966). Emergent reading behaviour (doctoral dissertation). New Zealand: University of Auckland.
Cruz, J., Mendes, S., Marques, S., Alves, D., & Cadime, I. (2023). Development of a Group Emergent Literacy Screening Tool. Children, 10(2). https://doi.org/10.3390/children10020306
Daffern, T. (2018). Innovative linguistic inquiries in the primary classroom. Practical Literacy: The Early and Primary Years, 23(1), 10–13.
Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking Out for Language. Educational Researcher, 39(4), 305–310. https://doi.org/10.3102/0013189X10370204
Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465–481. https://doi.org/10.1037/0022-0663.95.3.465
Dinehart, L. H. (2015). Handwriting in early childhood education: Current research and future implications. Journal of Early Childhood Literacy, 15(1), 97–118. https://doi.org/10.1177/1468798414522825
Dowling, R., Shanty, L., Sonnenschein, S., & Hussey-Gardner, B. (2020). Talking, reading, singing, and rhyming. National Association for the Education of Young Children (NAEYC), 75(3), 80–83.
Ecalle, J., Thierry, X., & Magnan, A. (2020). A Brief Screening Tool for Literacy Skills in Preschool Children: An Item Response Theory Analysis. Journal of Psychoeducational Assessment, 38(8), 995–1013. https://doi.org/10.1177/0734282920922079
Ehri, L. C. (2022). What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics. The Reading Teacher, 76(1), 53–61. https://doi.org/10.1002/trtr.2095
Faqih, A. F. (2023). Darurat literasi Indonesia: Urgensi reformulasi sinergi dan kolaborasi.
Ford, J. W., Kern, A. M., Hosp, M. K., Missall, K. N., & Hosp, J. L. (2018). Improving Efficiency for Making Screening Decisions: A Statewide Comparison of Early Literacy Curriculum‐Based Measurement Tools. Learning Disabilities Research & Practice, 33(4), 207–218. https://doi.org/10.1111/ldrp.12181
Fuchs, L. S., & Fuchs, D. (2008). The role of assessment within the RTI framework. Response to intervention: A framework for reading educators.
Goswami, U. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Reading and dyslexia in different orthographies.
Goswami, U. C. (2014). Child Psychology: A Very Short Introduction (Vol. 410). Oxford University Press.
Gray, S., Fox, A. B., Green†, S., Alt, M., Hogan, T. P., Petscher, Y., & Cowan, N. (2019). Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both. Journal of Speech, Language, and Hearing Research, 62(6), 1839–1858. https://doi.org/10.1044/2019_JSLHR-L-18-0148
Hendricks, A. E., Adlof, S. M., Alonzo, C. N., Fox, A. B., & Hogan, T. P. (2019). Identifying Children at Risk for Developmental Language Disorder Using a Brief, Whole-Classroom Screen. Journal of Speech, Language, and Hearing Research, 62(4), 896–908. https://doi.org/10.1044/2018_JSLHR-L-18-0093
Herrera, S., Phillips, B. M., Newton, Y. C., Dombek, J. L., & Hernandez, J. A. (2021). Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research.
Hjetland, H. N., Lervåg, A., Lyster, S. A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751–763. https://doi.org/10.1037/edu0000321
Ho, C. S.-H., & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33(6), 946–951. https://doi.org/10.1037/0012-1649.33.6.946
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/BF00401799
International Association for the Evaluation of Educational Achievement (IEA). (2021). Progress in International Reading Literacy Study (PIRLS) 2021: International results.
International Literacy Association. (n.d.). Literacy Glossary. Mei 09, 2025.
Kamil, M. L., & Pearson, P. D. (1979). Theory and Practice in Teaching Reading. New York University Education Quarterly, 10(2), 10–16.
Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765–778. https://doi.org/10.1037/a0015956
Kennedy, C., & McLoughlin, A. (2023). Developing the Emergent Literacy Skills of English Language Learners Through Dialogic Reading: A Systematic Review. Early Childhood Education Journal, 51(2), 317–332. https://doi.org/10.1007/s10643-021-01291-1
Kim, Y.-S., & Petscher, Y. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming Speed and Reading: From Prediction to Instruction. Reading Research Quarterly, 45(3), 341–362. https://doi.org/10.1598/RRQ.45.3.4
Lachat, C., Hodge, A., Vandevijvere, S., Villamor, E., & Tseng, M. (2015). Introducing PRISMA as a requirement. In Public Health Nutrition (Vol. 18, Nomor 14, hal. 2509–2510). Cambridge University Press. https://doi.org/10.1017/S1368980015002670
Lane, H. B., & Wright, T. L. (2007). Maximizing the Effectiveness of Reading Aloud. The Reading Teacher, 60(7), 668–675. https://doi.org/10.1598/RT.60.7.7
Lee-Hammond, L., & McConney, A. (2017). The impact of village-based kindergarten on early literacy, numeracy, and school attendance in Solomon Islands. European Early Childhood Education Research Journal, 25(4), 541–560. https://doi.org/10.1080/1350293X.2016.1155256
Lerner, M. D., & Lonigan, C. J. (2016). Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Journal of experimental child psychology, 144, 166–183.
Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology, 45(3), 764–781. https://doi.org/10.1037/a0014132
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. BMJ (Clinical research ed.), 339. https://doi.org/10.1136/bmj.b2700
Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology, 90(2), 294–311. https://doi.org/10.1037/0022-0663.90.2.294
Lynch, J. (2017). Short-term professional learning that focuses on beliefs and practice: Improvements in preschool teachers’ ongoing literacy practice. Journal of Early Childhood Teacher Education, 38(2), 164–181. https://doi.org/10.1080/10901027.2017.1315351
Majorano, M., Bastianello, T., Bodea-Hategan, C., Fantuzzi, P., Fontana, G., Hoste, E., Lombardi, M., Standaert, A., Talas, D., Trifu, R., Vescogni, L., & Persici, V. (2021). Early Literacy Skills and Later Reading and Writing Performance Across Countries: The Effects of Orthographic Consistency and Preschool Curriculum. Child and Youth Care Forum, 50(6), 1063–1085. https://doi.org/10.1007/s10566-021-09611-7
Majorano, M., Santangelo, M., Redondi, I., Barachetti, C., Florit, E., Guerzoni, L., Cuda, D., Ferrari, R., & Bertelli, B. (2024). The use of a computer-based program focused on the syllabic method to support early literacy in children with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 183. https://doi.org/10.1016/j.ijporl.2024.112048
Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352. https://doi.org/10.1037/a0026744
Melogno, S., Pinto, M. A., & Lauriola, M. (2022). Becoming the Metalinguistic Mind: The Development of Metalinguistic Abilities in Children from 5 to 7. Children, 9(4). https://doi.org/10.3390/children9040550
Mohamad, T. (2014). The effectiveness of graded reading modules in helping tough students in reading skills KVKV. Universiti Sains Malaysia.
Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read. Journal of Experimental Child Psychology, 65(3), 370–396. https://doi.org/10.1006/jecp.1996.2365
National Early Literacy Panel. (2008). Developing early literacy: Report of the national literacy panel: A scientific synthesis of early literacy development and implications for interventions. In PsycEXTRA Dataset. National Institute for Literacy. https://doi.org/10.1037/e563852009-001
Newman, M. & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and applications. In D. Newman, M. & Gough (Ed.), Systematic reviews in educational research: Methodology, perspectives and applications (hal. 3–22). Springer. https://doi.org/10.1007/978-3-658-27602-7
NICHD Early Child Care Research Network. (2005). Pathways to Reading: The Role of Oral Language in the Transition to Reading. Developmental Psychology, 41(2), 428–442. https://doi.org/10.1037/0012-1649.41.2.428
Niklas, F., & Tayler, C. (2018). Room quality and composition matters: Children’s verbal and numeracy abilities in Australian early childhood settings. Learning and Instruction, 54, 114–124. https://doi.org/10.1016/j.learninstruc.2017.08.006
Norton, E. S., & Wolf, M. (2012). Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities. Annual Review of Psychology, 63(1), 427–452. https://doi.org/10.1146/annurev-psych-120710-100431
Pavelko, S. L., Lieberman, R. J., Schwartz, J., & Hahs-Vaughn, D. (2018). The Contributions of Phonological Awareness, Alphabet Knowledge, and Letter Writing to Name Writing in Children With Specific Language Impairment and Typically Developing Children. American Journal of Speech-Language Pathology, 27(1), 166–180. https://doi.org/10.1044/2017_AJSLP-17-0084
Pennington, B. F., Cardoso-Martins, C., Green, P. A., & Lefly, D. L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing, 14(7–8), 707–755. https://doi.org/10.1023/A:1012239018038
Piasta, S. B. (2014). Moving to Assessment‐Guided Differentiated Instruction to Support Young Children’s Alphabet Knowledge. The Reading Teacher, 68(3), 202–211. https://doi.org/10.1002/trtr.1316
Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., & O’Connell, A. A. (2020). Early childhood educators’ knowledge about language and literacy: Associations with practice and children’s learning. Dyslexia, 26(2), 137–152. https://doi.org/10.1002/dys.1612
Puranik, C. S., & Lonigan, C. J. (2012). Early Writing Deficits in Preschoolers With Oral Language Difficulties. Journal of Learning Disabilities, 45(2), 179–190. https://doi.org/10.1177/0022219411423423
Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2015). Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study. Child Development, 86(1), 159–175. https://doi.org/10.1111/cdev.12292
Rathcke, T., Wong, H. Y., & Canzi, M. (2024). The role of sound-to-symbol literacy in phonological awareness: Evidence from Cantonese. Brain Research, 1845. https://doi.org/10.1016/j.brainres.2024.149240
Rohde, L. (2015a). The comprehensive emergent literacy model: Early literacy in context. SAGE Open, 5(1). https://doi.org/10.1177/2158244015577664
Rohde, L. (2015b). The Comprehensive Emergent Literacy Model. Sage Open, 5(1). https://doi.org/10.1177/2158244015577664
Rostan, N. N. A., Ismail, H., & Jaafar, A. N. M. (2020). The use of multisensory techniques in the teaching open syllables reading skills for preschoolers from a teacher’s perspective. Southeast Asia Early Childhood Journal, 9(2), 155–165.
Schachter, R. E., Yeomans-Maldonado, G., & Piasta, S. B. (2023). Early Childhood Teachers’ Emergent Literacy Data Practices. Journal of Literacy Research, 55(1), 5–27. https://doi.org/10.1177/1086296X231163116
Schleppegrell, M. J. (2012). Academic Language in Teaching and Learning. The Elementary School Journal, 112(3), 409–418. https://doi.org/10.1086/663297
Schluter, P. J., Audas, R., Kokaua, J., McNeill, B., Taylor, B., Milne, B., & Gillon, G. (2020). The Efficacy of Preschool Developmental Indicators as a Screen for Early Primary School‐Based Literacy Interventions. Child Development, 91(1). https://doi.org/10.1111/cdev.13145
Schull, C. (2023). Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth & Age 5. Open Educational Resources, NTT University.
Sénéchal, M., LeFevre, J.-A., Smith-Chant, B. L., & Colton, K. V. (2001). On Refining Theoretical Models of Emergent Literacy The Role of Empirical Evidence. Journal of School Psychology, 39(5), 439–460. https://doi.org/10.1016/S0022-4405(01)00081-4
Sénéchal, M., Ouellette, G., & Rodney, D. (2006). The misunderstood giant: On the predictive role of early vocabulary to future reading. In D. K. . N. S. B. Dickinson (Ed.), Handbook of Early Literacy Research (Vol. 2, hal. 173–182). The Guilford Press.
Sheridan, S., & Gjems, L. (2017). Preschool as an Arena for Developing Teacher Knowledge Concerning Children’s Language Learning. Early Childhood Education Journal, 45(3), 347–357. https://doi.org/10.1007/s10643-015-0756-8
Sigmundsson, H., Eriksen, A. D., Ofteland, G. S., & Haga, M. (2017). Letter-sound knowledge: Exploring gender differences in children when they start school regarding knowledge of large letters, small letters, sound large letters, and sound small letters. Frontiers in Psychology, 8(SEP). https://doi.org/10.3389/fpsyg.2017.01539
Snowling, M. J., Gallagher, A., & Frith, U. (2003). Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill. Child Development, 74(2), 358–373. https://doi.org/10.1111/1467-8624.7402003
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. https://doi.org/10.1037/0012-1649.38.6.934
Stuckey, A., & Albritton, K. (2020). Exploring the Use of a Multiple-Gating Screening Process to Identify Preschool-Age Children for Multitiered Instructional Support. Topics in Early Childhood Special Education, 39(4), 238–249. https://doi.org/10.1177/0271121418823993
Teale, W. H. (1986). Reading to young children and its impact on literacy development. In W. H. . S. E. Teale (Ed.), Emergent Literacy: Writing and Reading (hal. 23–45). Ablex Publishing Corporation.
Tietze, W., Viernickel, S., Dittrich, I., Grenner, K., Groot-Wilken, B., Sommerfeld, V., & Hanisch, A. (2010). Desarrollo de la calidad educativa en centros preescolares: catálogo de criterios de calidad. LOM Ediciones.
Tracey, D. H., & Morrow, L. M. (2017). Lenses on Reading: An Introduction to Theories and Models (Third Edition). The Guilford Press.
Viana, F. L., Cruz, J., & Ribeiro, I. (2019). Para um olhar positivo sobre o papel da família na literacia familiar. In M. J. . B. S. D. Santos (Ed.), Aprender a ler e escrever: Bases cognitivas e práticas pedagógicas (Vol. 1, hal. 33–56). Vetor Editora.
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33(3), 468–479. https://doi.org/10.1037/0012-1649.33.3.468
Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. & D. D. K. Neuman (Ed.), Handbook of Early Literacy Research (Vol. 1, hal. 11–29). The Guilford Press.
Wilsenach. (2019). Phonological awareness and reading in Northern Sotho–Understanding the contribution of phonemes and syllables in Grade 3 reading attainment. ..South African Journal of Childhood Education, 9(1), 1–10.
Zemlock, D., Vinci-Booher, S., & James, K. H. (2018). Visual–motor symbol production facilitates letter recognition in young children. Reading and Writing, 31(6), 1255–1271. https://doi.org/10.1007/s11145-018-9831-z
Ziegler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29. https://doi.org/10.1037/0033-2909.131.1.3
Authors
Copyright (c) 2026 Etin Nuurhayati Etin, Mukti Amini, Dzakirman Dzakirman, Erie Siti Sarah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.