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Cross-Language Studies of Learning to Read and Spell: : Phonologic and Orthographic Processing - Che-Kan Leong

Cross-Language Studies of Learning to Read and Spell:

Phonologic and Orthographic Processing

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

Hardcover Published: 31st January 1997
ISBN: 9780792344575
Number Of Pages: 428

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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.

List of Contributors
Relating phonologic and orthographic processing to learning to read and spellp. 1
Toward an understanding of phonological awarenessp. 31
The nature of the phonological deficit underlying disorders of spoken and written languagep. 53
Case studies of dyslexia: Young readers with rapid serial naming deficitsp. 71
The relationship of central auditory processing disorder and learning problemsp. 89
Beginning reading in Germany and the U.S.: A comparison of phonological segmentation, decoding, lexical access and comprehensionp. 103
Word recognition in English and German dyslexics: A direct comparisonp. 121
The early prediction of reading and spelling: Evidence from the Munich longitudinal study on the genesis of individual competenciesp. 139
Cultural influences on literacy developmentp. 161
Strategies of spelling and reading of young children learning German orthographyp. 175
Reading development in elementary school: Do syllables play a role in phonological decoding?p. 195
How to get friends in beginning word recognitionp. 213
Visual processes in word recognition by poor readers: Relative use of visual, phonological, and orthographic cuesp. 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 childrenp. 271
Early language development and kindergarten phonological awareness as predictors of reading problems: from 3 to 8 years of agep. 289
Spelling development and metalinguistic training before school entrance: The effects of different metalinguistic training on spelling development in first gradep. 305
What can be learned about reading acquisition in the Finnish languagep. 331
Phonological awareness and learning to read Chinesep. 361
Paradigmatic analysis and Chinese word reading: Research findings and classroom practicesp. 379
Author Indexp. 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: 428
Published: 31st January 1997
Publisher: Springer
Country of Publication: NL
Dimensions (cm): 23.4 x 15.6  x 3.18
Weight (kg): 1.76