Cross-Language Studies of Learning to Read and Spell:

1. Front Matter

   Pages i-xii

   PDF

2. Introduction

   1. Relating Phonologic and Orthographic Processing to Learning to Read and Spell

      • Che Kan Leong, R. Malatesha Joshi

      Pages 1-29

3. English

   1. Toward an Understanding of Phonological Awareness

      • Hugh W. Catts, Kim A. Wilcox, Carla Wood-Jackson, Linda S. Larrivee, Victoria G. Scott

      Pages 31-52

   2. The Nature of the Phonological Deficit Underlying Disorders of Spoken and Written Language

      • Barbara Dodd, Gail Gillon

      Pages 53-70

   3. Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficits

      • Joanna K. Uhry

      Pages 71-88

   4. The Relationship of Central Auditory Processing Disorder and Learning Problems

      • Sybil Schwartz, Maggie Bruck

      Pages 89-101

   5. Beginning Reading in Germany and the U.S.: A Comparison of Phonological Segmentation, Decoding, Lexical Access, and Comprehension

      • J. C. Näslund, W. Schneider, Paul Van Den Broek

      Pages 103-120

4. German

   1. Word Recognition in English and German Dyslexics: A Direct Comparison

      • Karin Landerl

      Pages 121-137

   2. The Early Prediction of Reading and Spelling: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies

      • Wolfgang Schneider, Jan Carol Näslund

      Pages 139-159

   3. Cultural Influences on Literacy Development

      • Gerd Mannhaupt, Heiner Jansen, Harald Marx

      Pages 161-173

   4. Strategies of Spelling and Reading of Young Children Learning German Orthography

      • Renate Valtin

      Pages 175-193

5. Dutch

   1. Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding?

      • Hanneke W. M. J. Wentink, Wim H. J. Van Bon, Robert Schreuder

      Pages 195-212

   2. How to get Friends in Beginning Word Recognition

      • Pieter Reitsma

      Pages 213-233

   3. Visual Processes in Word Recognition by Poor Readers: Relative Use of Visual, Phonological and Orthographic Cues

      • Egbert M. H. Assink

      Pages 235-248

   4. Reading and Spelling in Dutch First and Second Graders: Do They Use an Orthographic Strategy?

      • M. J. W. L. Coenen, W. H. J. Van Bon, R. Schreuder

      Pages 249-269

   5. Measuring Word Identification Skills and Related Variables in Dutch Children

      • Kees P. Van Den Bos, Henk C. L. Spelberg

      Pages 271-287

6. Nordic Languages

   1. Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: From 3 to 8 Years of Age

      • Åke Olofsson, Jan Niedersøe

      Pages 289-303

   2. Spelling Development and Metalinguistic Training before School Entrance: The Effects of Different Metalinguistic Training on Spelling Development in First Grade

      • Solveig-Alma H. Lyster

      Pages 305-330

   3. What can be Learned about Reading Acquisition in the Finnish Language

      • Riitta-Liisa Korkeamäki

      Pages 331-359

7. Chinese

   1. Phonological Awareness and Learning to Read Chinese

      • J. Richard Hanley, H. S. Huang

      Pages 361-378

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.

• kindergarten
• language
• learning
• psychology

• College of Education, University of Saskatchewan, Saskatoon, Canada

  Che Kan Leong

• Dept. of Curriculum and Instruction, College of Education, Oklahoma State University, Stillwater, USA

  R. Malatesha Joshi

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