Editing Dyslexia (section)

====Language====
The [[orthographic depth|orthographic complexity]] of a language directly affects how difficult it is to learn to read it.<ref name="BrunswickMcDougall2010">
Paulesu, Eraldo; Brunswick, Nicola and Paganelli, Federica (2010).  "Cross-cultural differences in unimpaired and dyslexic reading: Behavioral and functional anatomical observations in readers of regular and irregular orthographies. Chapter 12 in [https://books.google.com/books?id=0vJ5AgAAQBAJ&pg=PA266 Reading and Dyslexia in Different Orthographies] {{webarchive|url=https://web.archive.org/web/20170109135414/https://books.google.com/books?id=0vJ5AgAAQBAJ&pg=PA266 |date=9 January 2017 }}.  Eds. Nicola Brunswick, Siné McDougall, and Paul de Mornay Davies. Psychology Press. {{ISBN|9781135167813}}</ref>{{rp|266}} English and French have comparatively "deep" [[phonemic orthographies]] within the [[Latin alphabet]] [[writing system]], with complex structures employing spelling patterns on several levels: letter-sound correspondence, syllables, and [[morpheme]]s.<ref name="DickinsonNeuman2013">{{cite book|author=Juel, Connie|chapter=The Impact of Early School Experiences on Initial Reading|editor1=David K. Dickinson|editor2=Susan B. Neuman|title=Handbook of Early Literacy Research|chapter-url=https://books.google.com/books?id=_chXAQAAQBAJ&pg=PA421|year=2013|publisher=Guilford Publications|isbn=978-1-4625-1470-0|url-status=live|archive-url=https://web.archive.org/web/20170109162332/https://books.google.com/books?id=_chXAQAAQBAJ&pg=PA421|archive-date=9 January 2017|df=dmy-all}}</ref>{{rp|421}} Languages such as Spanish, Italian and Finnish primarily employ letter-sound correspondence—so-called "shallow" orthographies—which makes them easier to learn for people with dyslexia.<ref name="BrunswickMcDougall2010"/>{{rp|266}} [[Logograph]]ic writing systems, such as [[Chinese characters]], have extensive symbol use, and these also pose problems for dyslexic learners.<ref>{{cite journal|title = Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5|journal = Journal of Child Psychology and Psychiatry, and Allied Disciplines|date = 1 May 2012|pmc = 3492851|pmid = 22141434|pages = 593–607|volume = 53|issue = 5|doi = 10.1111/j.1469-7610.2011.02495.x|first1 = Margaret J|last1 = Snowling|first2 = Charles|last2 = Hulme}}</ref>