By: Che Kan Leong (Editor), R. Malatesha Joshi (Editor)

Hardcover

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This volume contains 20 chapters, grouped by languages (English, German, Dutch, Nordic and Chinese), on phonologic and orthographic processing in learning to read and spell in a cross-language perspective. The integrating theme is the importance of metalinguistic awareness and also orthographic factors in learning to read and spell in alphabetic language systems. Phonological processing reinforces orthographic processing and is in turn bolstered by the latter in emergent literacy. The interplay of these factors is stressed in the various chapters. Areas such as phonological processing subserving metalinguistic awareness are viewed as being worth further investigation. Audience: Researchers, clinicians and postgraduate students interested in the psychology of reading and spelling within the broad cross-language framework.

Preface
List of Contributors
Relating phonologic and orthographic processing to learning to read and spell	p. 1
Toward an understanding of phonological awareness	p. 31
The nature of the phonological deficit underlying disorders of spoken and written language	p. 53
Case studies of dyslexia: Young readers with rapid serial naming deficits	p. 71
The relationship of central auditory processing disorder and learning problems	p. 89
Beginning reading in Germany and the U.S.: A comparison of phonological segmentation, decoding, lexical access and comprehension	p. 103
Word recognition in English and German dyslexics: A direct comparison	p. 121
The early prediction of reading and spelling: Evidence from the Munich longitudinal study on the genesis of individual competencies	p. 139
Cultural influences on literacy development	p. 161
Strategies of spelling and reading of young children learning German orthography	p. 175
Reading development in elementary school: Do syllables play a role in phonological decoding?	p. 195
How to get friends in beginning word recognition	p. 213
Visual processes in word recognition by poor readers: Relative use of visual, phonological, and orthographic cues	p. 235
Reading and spelling in Dutch first and second graders: Do they use an orthographic strategy?	p. 249
Measuring word identification skills and related variables in Dutch children	p. 271
Early language development and kindergarten phonological awareness as predictors of reading problems: from 3 to 8 years of age	p. 289
Spelling development and metalinguistic training before school entrance: The effects of different metalinguistic training on spelling development in first grade	p. 305
What can be learned about reading acquisition in the Finnish language	p. 331
Phonological awareness and learning to read Chinese	p. 361
Paradigmatic analysis and Chinese word reading: Research findings and classroom practices	p. 379
Author Index	p. 419
Table of Contents provided by Blackwell. All Rights Reserved.

ISBN: 9780792344575
ISBN-10: 079234457X
Series: NATO Science Series D:
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 439
Published: 31st January 1997
Dimensions (cm): 23.5 x 15.5  x 2.5
Weight (kg): 0.796