Full Description
This volume is the first of a two-part series dealing with the theoretical, definitional, methodological, and developmental issues involved in investigating the role of orthography in reading and writing. Although research on orthography has a long history in experimental psychology and neuropsychology, it was relatively neglected during the past decade when researchers turned their attention to phonological processes in literacy. However, interest in orthography is reemerging as the research reported in this series demonstrates. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared and independent behavioral indices of orthographic and phonological processes and emphasize the similarities and differences of orthographies across languages.
Volume I proposes a theoretical framework based on the multiple dimensions of orthographic knowledge for guiding future research. For basic and applied researchers and graduate students in cognitive and developmental psychology, neuropsychology, linguistics, and education.
Contents
Preface. Introduction to Volume I; V.W. Berninger. Biological Constraints: Twin Studies. 1. Genes, Environment, and the Development of Orthographic Skills; R. Olson, H. Forsberg, B. Wise. Linguistic Constraints: Cross-Linguistic Studies. 2. Reading Chinese and Reading English: Similarities, Differences, and Second-Language Reading; N.E. Jackson, Wen-Hui Lu, Daushen Ju. 3. Higher-Order Linguistic Influences on Development of Orthographic Knowledge: Illustrations from Spelling Problems in Dutch and Assessment Tools; E.M.H. Assink, G. Kattenberg. 4. Towards a More Universal Understanding of the Developmental Dyslexias: The Contribution of Orthographic Factors; M. Wolf, C. Pfeil, R. Lotz, K. Biddle. Orthographic-Linguistic Relationships: Literacy Acquisition Studies. 5. Limits upon Orthographic Knowledge due to Processes Indexed by Naming Speed; P. Bowers, J. Golden, A. Kennedy, A. Young. 6. The Sound-to-Spelling Connection: Orthographic Activation in Auditory Word Recognition and its Implications for the Acquisition of Phonological Awareness and Literacy Skills; R.W. Barron. 7. The Development of Orthographic Processing Ability; R. Wagner, T.A. Barker. 8. Multiple Orthographic and Phonological Codes in Literacy Acquisition: An Evolving Research Program; V.W. Berninger, R.D. Abbott. Commentaries on Volume I: Phonological and Orthographic Processing: Separate but Equal? B. R. Foorman. Orthographic Knowledge Is Orthographic Knowledge Is Orthographic Knowledge; E. Geva, D. Willows.
