Cross-Language Studies of Learning to Read and Spell:

The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal. A number of scholars from different countries participated in the two-week institute on Cognitive and linguistic aspects of reading, writing, and spelling. The present papers are further versions with modifications and refinements from those presented at the Advanced Study Institute. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are to: the Scientific Affairs division of NATO for providing the major portions of the financial support, Dr. L.V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology of the various aspects of the institute; and (ITST) for their help and support the staff of Hotel Alvor Praia for making our stay a pleasant one by helping us to run the institute smoothly.

Klappentext

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.

Inhalt

1. Relating phonologic and orthographic processing to learning to read and spell.- English.- 2. Toward an understanding of phonological awareness.- 3. The nature of the phonological deficit underlying disorders of spoken and written language.- 4. Case studies of dyslexia: Young readers with rapid serial naming deficits.- 5. The relationship of central auditory processing disorder and learning problems.- 6. Beginning reading in Germany and the U.S.: A comparison of phonological segmentation, decoding, lexical access and comprehension.- German.- 7. Word recognition in English and German dyslexics: A direct comparison.- 8. The early prediction of reading and spelling: Evidence from the Munich longitudinal study on the genesis of individual competencies.- 9. Cultural influences on literacy development.- 10. Strategies of spelling and reading of young children learning German orthography.- Dutch.- 11. Reading development in elementary school: Do syllables play a role in phonological decoding?.- 12. How to get friends in beginning word recognition.- 13. Visual processes in word recognition by poor readers: Relative use of visual, phonological, and orthographic cues.- 14. Reading and spelling in Dutch first and second graders: Do they use an orthographic strategy?.- 15. Measuring word identification skills and related variables in Dutch children.- Nordic Languages.- 16. Early language development and kindergarten phonological awareness as predictors of reading problems: from 3 to 8 years of age.- 17. Spelling development and metalinguistic training before school entrance: The effects of different metalinguistic training on spelling development in first grade.- 18. What can be learned about reading acquisition in the Finnish language.- Chinese.- 19. Phonological awareness and learning to read Chinese.- 20. Paradigmatic analysis of Chinese word reading: Research findings and classroom practices.- Author Index.