Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-9pm4c Total loading time: 0 Render date: 2024-04-26T02:28:16.363Z Has data issue: false hasContentIssue false

7 - Developmental Dyslexia in Russian

from Part I - Developmental Dyslexia across Languages and Writing Systems

Published online by Cambridge University Press:  27 September 2019

By
Marina Zhukova  and
Elena Grigorenko
Edited by
Ludo Verhoeven ,
Charles Perfetti  and
Kenneth Pugh
Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Kenneth Pugh
Affiliation:
Yale University, Connecticut
Get access

Summary

This chapter provides an overview of studies of (a)typical reading acquisition in Russian. Although it is titled “Developmental Dyslexia in Russian” by the editors of the volume, its scope is much wider; this is due to the circumstance that there is no consensus definition of dyslexia in Russian scientific studies of reading, nor are such studies voluminous. Russians have been referred to as “the most reading nation on Earth” (Voice of America, 2010), based on the levels of literacy in the general population, the time spent by an average person reading, and the promotion of reading as a cultural activity. That is one of the reasons why, perhaps, the problem of atypical reading acquisition has not been at the forefront of cognitive and educational psychology in Russia. However, there is nonetheless a tradition of relevant research, of which this chapter provides an overview.

Type
Chapter
Information
Developmental Dyslexia across Languages and Writing Systems , pp. 133 - 151
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akhutina, T. V. (2006). Nejropsihologicheskij podhod k izucheniyu trudnostej pis’ma i chteniya [Neuropsychological approach to analyzing reading and writing difficulties]. Paper presented at the conference “Rannyaya diagnostika, profilaktika i korrekciya narushenij pis’ma i chteniya: materialy II mezhdunarodnoj konferencii Rossijskoj associacii disleksii.”Google Scholar
Akhutina, T. V., & Pronina, E. A. (2015). Ocenka sostoyaniya regulyacii aktivacii u pervoklassnikov s pomoshch’yu metodiki RAN/RAS [Assessment of brain activation regulation in first-graders via RAN/RAS test]. Nacional’nyj psihologicheskij zhurnal, 1, 61–69.Google Scholar
Akhutina, T. V., & Pylaeva, N. M. (2008). Preodolenie trudnostej ucheniya: nejropsihologicheskij podhod [Overcoming learning disabilities: the neuropsychological approach]. St Petersburg: Piter.Google Scholar
Barabanova, S. YU. (2014). Psihologo-pedagogicheskie osnovy po okazaniyu pomoshchi detyam v formirovanii navyka beglogo chteniya [Psychological-pedagogical foundations of intervention for reading fluency in children]. Municipal’noe obrazovanie: innovacii i eksperiment, 3, 24–27.Google Scholar
Bezrukikh, M. M., Adamovskaya, O. N., & Ivanov, V. V. (2017). Osobennosti zritel’nogo vospriyatiya i okulomotornoj aktivnosti u pervoklassnikov pri chtenii tekstov razlichnoj slozhnosti [Characteristics of visual perception and oculomotor activity in first-graders while reading texts of various difficulty]. Fiziologiya cheloveka, 43, 56–65.Google Scholar
Beten’kova, N., Goreckij, V., & Fonin, D. (2004). Azbuka. Dlya pervogo klassa chetyrekhletnej nachal’noj shkoly [Alphabet. For the first grade of primary school] (3rd ed.). St Petersburg: SpecLit, Planeta znanij.Google Scholar
Bondarko, L. V. (1998). Fonetika sovremennogo russkogo yazyka [Phonetics of modern Russian language]. St Petersburg: St Petersburg State University.Google Scholar
Boulware‐Gooden, R., Joshi, R. M., & Grigorenko, E. L. (2015). The role of phonology, morphology, and orthography in English and Russian spelling. Dyslexia, 21, 142–161.Google Scholar
Chirkina, G. V., & Grigorenko, E. L. (2014). Tracking citations: A science detective story. Journal of Learning Disabilities, 7, 366–373. doi: http://dx.doi.org/10.1177/0022219412471995.Google Scholar
Chirkina, G. V., Rusetskaya, M. N., & Rossijskaya, E. N. (Eds.). (2011). Kognitivnoe i kommunikativnoe razvitie shkol’nikov s disleksiej: integral’nyj podhod [Development of cognition and communication in students with dyslexia: integration approach]. Moscow: Nacional’nyj knizhnyj centr.Google Scholar
Chirkina, G. V., Rusetskaya, M. N., & Rossijskaya, E. N. (Eds.). (2009). Variativnye strategii soprovozhdeniya uchashchihsya s narusheniyami pis’ma i chteniya [Various strategies of intervention for students with reading and writing disabilities]. Moscow: RDA, MGPU, URAO IKP.Google Scholar
CK VKP. (1936). Postanovlenie CK VKP(b) ot 04.07.1936 o pedologicheskih izvrashcheniyah v sisteme NARKOMPROSOV (Act on pedological perversions in the system of NARKOMPROS). Moscow. http://pravo.levonevsky.org/baza/soviet/sssr6510.htm.Google Scholar
Cubberley, P. (2002). Russian: A linguistic introduction. Cambridge, MA: Cambridge University Press.Google Scholar
Dmitrova, E. D., Dubrovinskaya, N. V., Lukashevich, I. P., Machinskaya, R. I., & Shklovskij, V. M. (2005). Osobennosti mozgovogo obespecheniya verbal’nyh processov u detej s trudnostyami pis’ma i chteniya [Features of cerebral support of verbal processes in children with dysgraphia and dyslexia]. Fiziologiya cheloveka, 31, 5–12.Google Scholar
Elkonin, D. B. (1988). How to teach children to read. Advances in Psychology, 49, 387–426.Google Scholar
Grigorenko, E. L. (1998). Russian “defectology”: Anticipating perestroika in the field. Journal of Learning Disabilities, 31, 193–207.CrossRefGoogle ScholarPubMed
Grigorenko, E. L. (2003). Matryoshka, matryozhka, or motryoshka: The difficulty of mastering reading and spelling in Russian. In Goulandris, N. (Ed.), Dyslexia in different languages: A cross-linguistic comparison (pp. 92–111). London: Whurr Publishers.Google Scholar
Grigorenko, E. L. (2005). If John were Ivan: Would he fail in reading? In Joshi, R. M. & Aaron, P. G. (Eds.), Handbook of orthography and literacy (pp. 303–320). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Grigorenko, E. L. (2010). Report on the Russian language for the World Dyslexia Forum. www.dyslexia-international.org/WDF/Files/WDF2010-Grigorenko-paper.pdf.Google Scholar
Grigorenko, E. L. (2011a). Gramotnost’ shkol’nika; eyo ocenka uchitelem, samim shkol’nikom i ob“ektivnymi testami [Literacy of students: its evaluation provided by a teacher, student and direct testing]. Mir Obrazovaniya, 3, 119–125.Google Scholar
Grigorenko, E. L. (2011b). Universal’nye prediktory gramotnosti. Universal’ny li oni i dlya russkogo yazyka? [Universal predictors of literacy. Are they universal in the context of Russian language?] Novoe v Psihologo-pedagogicheskih Issledovaniyah, 4, 63–68.Google Scholar
Grigorenko, E. L. (2011c). Etap «dochteniya», ego harakteristiki i ih rol’ v ovladenii chteniem [The stage of “pre-reading,” its characteristics and their role in mastering reading]. Voprosy psihologii, 6, 122–130.Google Scholar
Grigorenko, E. L. (2012). Ponimanie prochitannogo shkol’nikami i ego prediktory [Pupils’ reading comprehension its predictors]. Psihologicheskaya nauka i obrazovanie, 1, 65–74.Google Scholar
Grigorenko, E. L., & Elliott, D. D. (2012). Chtenie o chtenii [Reading about reading]. Voronezh: Ayist.Google Scholar
Grigorenko, E. L., Kornev, A. N., Rakhlin, N., & Krivulskaya, S. (2011). Reading-related skills, reading achievement, and inattention: A correlational study. Journal of Cognitive Education and Psychology, 10, 140–156.Google Scholar
Grigorenko, E. L., & Kornilova, T. V. (1997). The resolution of the nature-nurture controversy by Russian psychology: Culturally biased or culturally specific? In, R. J. Sternberg, E. L. Grigorenko, (Eds.), Intelligence, heredity, and environment (pp. 393–439). New York, NY: Cambridge University Press.Google Scholar
Karpova, N., Granik, G., & Kabardov, M. (Eds.). (2013). Issledovaniya chteniya i gramotnosti v Psihologicheskom institute za 100 let: Hrestomatiya [Studies of reading and literacy carried out at the Psychological Institute of the Russian Academy of Education in a hundred years]. Moscow: Russkaya shkol’naya bibliotechnaya associaciya.Google Scholar
Kerek, E., & Niemi, P. (2012). Grain-size units of phonological awareness among Russian first graders. Written Language & Literacy, 15, 80–113. doi: http://dx.doi.org/10.1075/wll.15.1.05ker.Google Scholar
Kornev, A. N. (2003). Narusheniya chteniya i pis’ma u detej [Reading disabilities in children]. St Petersburg: Rech’.Google Scholar
Kornev, A. N. (2007). Uzlovye voprosy disleksii. Defektologiya [Main issues in Defectology], 1, 59–66.Google Scholar
Kornev, A. N., & Ishimova, O. (2010). Metodika diagnostiki disleksii u detej [Method of diagnosing dyslexia]. St Petersburg: Izdatel’stvo Politekhnicheskogo instituta.Google Scholar
Kornev, A. N., Rakhlin, N., & Grigorenko, E. L. (2010). Dyslexia from a cross-linguistic and cross-cultural perspective: The case of Russian and Russia. Learning Disabilities: A Contemporary Journal, 8, 41–69.Google Scholar
Kornilov, S. A., Landi, N., Rakhlin, N., Fang, S. Y., Grigorenko, E. L., & Magnuson, J. S. (2014). Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder. Developmental Neuropsychology, 39, 543–567.Google Scholar
Kornilov, S. A., Magnuson, J. S., Rakhlin, N., Landi, N., & Grigorenko, E. L. (2015). Lexical processing deficits in children with developmental language disorder: An event-related potentials study. Development and Psychopathology, 27, 459–476.Google Scholar
Kovaleva, G. S., Koshelenko, N. G., Kuznetsova, M. I., Loginova, O. B., & Zukerman, G. A. (2013). Osnovnye rezul’taty mezhdunarodnogo issledovaniya chitatel’skoj gramotnosti PIRLS-2011: Analiticheskij otchet [Main results of international research on readers’ literacy PIRLS-2011: Analytical report]. Moscow: MAKS Press.Google Scholar
Kuznetsov, O. A., & Khromov, L. N. (1983). Tekhnika bystrogo chteniya [Speed reading technique]. Moscow: Kniga.Google Scholar
Lalaeva, R. I. (1983). Narushenie processa ovladeniya chteniem u shkol’nikov [Reading disabilities in students]. Moscow: Prosveshchenie.Google Scholar
Luria, A. R. (1969). Vysshie korkovye funkcii cheloveka [Human higher order cortical functions]. Moscow.Google Scholar
Lyakso, E. E., & Frolova, O. V. (2013). Razvitie rechi i formirovanie navyka chteniya u detej: Longityudnoe issledovanie ot rozhdeniya do 7 let. [Speech development and reading skills formation in children: longitudinal study from birth to 7 years.] Psihologicheskij Zhurnal, 34(3), 24–35.Google Scholar
Lyakso, E. E., Frolova, O. V., Smirnov, A. G. et al. (2012). Uroven’ rechevogo razvitiya detej na ehtape formirovaniya navyka chteniya [Level of language development of children at the stage of reading development]. Psihologicheskij Zhurnal, 33(1), 73–87.Google Scholar
Ministerstvo Obrazovaniya i Nauki Rossijskoj Federacii. (2011). Federal’nye gosudarstvennye obrazovatel’nye standarty [Federal educational standards]. Moscow: Ministerstvo Obrazovaniya i Nauki Rossijskoj Federacii.Google Scholar
Ministerstvo Obrazovaniya i Nauki Rossijskoj Federacii. (2012). Ob obrazovanii v Rossijskoj Federacii. (Federal’nyj zakon ot 29.12.2012 N 273-FZ (red. ot 01.05.2017, s izm. ot 05.07.2017)) (Federal law N 273-FZ of 29/12/2012 on education). Moscow: Ministerstvo obrazovaniya i nauki Rossijskoj Federacii.Google Scholar
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 international results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA).Google Scholar
Naples, A. J., Chang, J. T., Katz, L., & Grigorenko, E. L. (2009). Same or different? Insights into the etiology of phonological awareness and rapid naming. Biological Psychology, 80, 226–239. doi: http://dx.doi.org/10.1016/j.biopsycho.2008.10.002.Google Scholar
Naples, A. J., Katz, L., & Grigorenko, E. L. (2012). Lexical decision as an endophenotype for reading comprehension: An exploration of an association. Development and Psychopathology, 24, 1345–1360.Google Scholar
OECD. (2016). Russian Federation. Education at a glance 2016: OECD indicators. Paris, France: OECD Publishing. doi: http://dx.doi.org/10.1787/eag-2016-76-en.Google Scholar
Paramonova, L. (2006). Disgrafiya: diagnostika, profilaktika, korrekciya [Dysgraphia: assessment, prevention, intervention]. St Petersburg: Detstvo-Press.Google Scholar
Rakhlin, N., Cardoso-Martins, C., Kornilov, S. A., & Grigorenko, E. L. (2013a). Spelling well despite developmental language disorder: What makes it possible? Annals of Dyslexia, 63, 253–273.Google Scholar
Rakhlin, N., Cardoso-Martins, C., & Grigorenko, E. L. (2014). Phonemic awareness is a more important predictor of orthographic processing than rapid serial naming: Evidence from Russian. Scientific Studies of Reading, 18, 395–414.Google Scholar
Rakhlin, N., Kornilov, S. A., & Grigorenko, E. L. (2017). Reading acquisition in Russian. In Verhoeven, L. T. V. & Perfetti, C. (Eds.), Learning to read across languages and writing systems (pp. 393–415). Cambridge, UK: Cambridge University Press.Google Scholar
Rakhlin, N., Kornilov, S. A., & Palejev, D. et al. (2013b). The language phenotype of a small geographically isolated Russian-speaking population: Implications for genetic and clinical studies of developmental language disorder. Applied Psycholinguistics, 34, 971–1003.Google Scholar
Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. (2013). Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model. Brain, 136, 630–645.CrossRefGoogle ScholarPubMed
Sokolova, L. V. (2005). Psihofiziologicheskie osnovy formirovaniya navyka chteniya: Diss. d-ra biologichekih nauk [Psychophysiological foundations of reading development: PhD dissertation] 03.00. 13, 19.00. 02/Sokolova Lyudmila Vladimirovna.-Arhangel’sk, 2005.-284 s. RGB OD, 71, 06-3.Google Scholar
Starzhinskaya, N. S. (1988). Formirovanie sinteticheskogo chteniya u detej 6 let [Development of synthetic reading skills in 6-year-old children]. Voprosy psihologii, 5, 54–62.Google Scholar
Thompson, S., Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., & Roey, S. (2012). Highlights from PIRLS 2011: Reading achievement of US fourth-grade students in an international context. Washington, DC: NCES. https://nces.ed.gov/pubs2013/2013010rev.pdf.Google Scholar
Vasil’eva, N. N. (2011). Korrekciya trudnostej formirovaniya navyka chteniya u mladshih shkol’nikov v processe razvitiya binokulyarnyh zritel’nyh funkcij [Correction of reading difficulties in primary school students in the process of development of binocular vision functions]. Tekhnicheskie nauki, 19, 5–15.Google Scholar
Vasil’eva, N. N., & Rozhkova, G. I. (2011). Trenirovka binokulyarnyh zritel’nyh funkcij u mladshih shkol’nikov s trudnostyami v chtenii kak faktor korrekcionnoj raboty [Training of binocular vision functions intervention in primary school students with reading disabilities]. Novye issledovaniya, 1, 5–17.Google Scholar
Vizel, T. G. (2005). Osnovy nejropsihologii [Foundations of neuropsychology]. Moscow: Astrel.Google Scholar
Voice of America. (2010). Russkiye – samaya chitayushchaya natsiya v mire: mif ili real’nost’? [Russians – the most reading nation in the world: Myth or reality?] www.golos-ameriki.ru/a/russia-books-2010–08-18–101018824/187666.html.Google Scholar
Zabozlaeva, I. V., Suprun, S. A., & Lugovyh, N. A. (2010). Kliniko-patogeneticheskie osobennosti smeshannyh rasstrojstv razvitiya shkol’nyh navykov [Clinico-patogeneticals pecularities of the mixed school skills disorders]. Ural’skij medicinskij zhurnal, 9, 35–38.Google Scholar
Zavadenko, N. N., & Roumyantseva, M. (2008). Disleksiya: mekhanizmy razvitiya i principy lecheniya [Dyslexia: underlying mechanisms and treatment principles]. Russkij zhurnal detskoj nevrologii, 3, 3–9.Google Scholar
Zukerman, G. A., Kovaleva, G. S., & Kuznetsova, M. I. (2007). Horosho li chitayut rossijskie shkol’niki? [Do Russian pupils read well?] Voprosy obrazovaniya, 4, 240–267.Google Scholar
Zukerman, G. A., Kovaleva, G. S., & Kuznetsova, M. I. (2011). Pobeda v PIRLS i porazhenie v PISA: sud’ba chitatel’skoj gramotnosti 10–15-letnih shkol’nikov [Winning the PIRLS and losing PISA: Destiny of readers’ literacy in 10–15-year-old students]. Voprosy obrazovaniya, 2, 123–150.Google Scholar
Zukerman, G. A., & Shkolyarenko, E. K. (1997). Kak Vinni-Puh i vse-vse-vse nauchilis’ chitat’ [How Winnie the Pooh and friends learned how to read]. Moscow: INTOR.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×