Skip to main content
SpringerLink
Log in

The Varieties of Orthographic Knowledge

I: Theoretical and Developmental Issues

  • Book
  • © 1994

Overview

Editors:
  1. Virginia Wise Berninger

    1. University of Washington, Seattle, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Neuropsychology and Cognition (NPCO, volume 8)

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (11 chapters)

  1. Front Matter

    Pages i-xvi
    Download chapter PDF

  2. Introduction to the Varieties of Orthographic Knowledge I: Theoretical and Developmental Issues

    1. Introduction to the Varieties of Orthographic Knowledge I: Theoretical and Developmental Issues

      • Virginia W. Berninger
      Pages 1-25

  3. Biological Constraints: Twin Studies

    1. Genes, Environment, and the Development of Orthographic Skills

      • Richard K. Olson, Helen Forsberg, Barbara Wise
      Pages 27-71

  4. Linguistic Constraints: Cross-Linguistic Studies

    1. Reading Chinese and Reading English: Similarities, Differences, and Second-Language Reading

      • Nancy Ewald Jackson, Wen-Hui Lu, Daushen Ju
      Pages 73-109

    2. Higher-Order Linguistic Influences on Development of Orthographic Knowledge: Illustrations from Spelling Problems in Dutch and Assessment Tools

      • Egbert M. H. Assink, Göran Kattenberg
      Pages 111-136

    3. Towards a More Universal Understanding of the Developmental Dyslexias: The Contribution of Orthographic Factors

      • Maryanne Wolf, Claudia Pfeil, Ruth Lotz, Kathleen Biddle
      Pages 137-171

  5. Orthographic-Linguistic Relationships: Literacy Acquisition

    1. Limits upon Orthographic Knowledge Due to Processes Indexed by Naming Speed

      • Patricia Bowers, Jonathan Golden, Allison Kennedy, Arlene Young
      Pages 173-218

    2. The Sound-To-Spelling Connection: Orthographic Activation in Auditory Word Recognition and Its Implications for the Acquisition of Phonological Awareness and Literacy Skills

      • Roderick W. Barron
      Pages 219-242

    3. The Development of Orthographic Processing Ability

      • Richard K. Wagner, Theodore A. Barker
      Pages 243-276

    4. Multiple Orthographic and Phonological Codes in Literacy Acquisition: An Evolving Research Program

      • Virginia W. Berninger, Robert D. Abbott
      Pages 277-319

  6. Commentaries on Volume I

    1. Phonological and Orthographic Processing: Separate but Equal?

      • Barbara R. Foorman
      Pages 321-357

    2. Orthographic Knowledge is Orthographic Knowledge is Orthographic Knowledge

      • Esther Geva, Dale Willows
      Pages 359-380

  7. Back Matter

    Pages 381-381
    Download chapter PDF
Back to top

Keywords

About this book

The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties. In 1981 Taylor described the evolution of orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are. recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. For an historical overview of research on visual processing of written language spanning the earliest records of writing to the early work in experimental psychology, see Venezky (1993).

Editors and Affiliations

  • University of Washington, Seattle, USA

    Virginia Wise Berninger

Bibliographic Information

  • Book Title: The Varieties of Orthographic Knowledge

  • Book Subtitle: I: Theoretical and Developmental Issues

  • Editors: Virginia Wise Berninger

  • Series Title: Neuropsychology and Cognition

  • DOI: https://doi.org/10.1007/978-94-017-3492-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 1994

  • Hardcover ISBN: 978-0-7923-3080-6Published: 31 October 1994

  • Softcover ISBN: 978-90-481-4460-0Published: 15 December 2010

  • eBook ISBN: 978-94-017-3492-9Published: 09 March 2013

  • Series ISSN: 0927-0116

  • Edition Number: 1

  • Number of Pages: XVI, 382

  • Topics: Neurology

Publish with us

Policies and ethics

Back to top

Search

Navigation