Overview

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.

Full Product Details

Author:   C.K. Leong ,  R.M. Joshi
Publisher:   Springer
Imprint:   Springer
Edition:   Softcover reprint of hardcover 1st ed. 1997
Volume:   87
Dimensions:   Width: 16.00cm , Height: 2.20cm , Length: 24.00cm
Weight:   0.676kg
ISBN:  

9789048148103

ISBN 10:   9048148103
Pages:   428
Publication Date:   07 December 2010
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Preface. Introduction: 1. Relating Phonologic and Orthographic Processing to Learning to Read and Spell; Che Kan Leong, R.M. Joshi. English: 2. Toward an Understanding of Phonological Awareness; H.W. Catts, et al. 3. The Nature of the Phonological Deficit Underlying Disorders of Spoken and Written Language; B. Dodd, G. Gillon. 4. Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficits; J.K. Uhry. 5. The Relationship of Central Auditory Processing Disorder and Learning Problems; S. Schwartz, M. Bruck. 6. Beginning Reading in Germany and the U.S.: A Comparison of Phonological Segmentation, Decoding, Lexical Access and Comprehension; J.C. Näslund, et al. German: 7. Word Recognition in English and German Dyslexics: A Direct Comparison; K. Landerl. 8. The Early Prediction of Reading and Spelling: Evidence From the Munich Longitudinal Study on the Genesis of Individual Competencies; W. Schneider, J.C. Näslund. 9. Cultural Influences on Literacy Development; G. Mannhaupt, et al. 10. Strategies of Spelling and Reading of Young Children Learning German Orthography; R. Valtin. Dutch: 11. Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding? H.W.M.J. Wentink, et al. 12. How to Get Friends in Beginning Word Recognition; P. Reitsma. 13. Visual Processes in Word Recognition by Poor Readers: Relative Use of Visual, Phonological, and Orthographic Cues; E.M.H. Assink. 14. Reading and Spelling in Dutch First and Second Graders: Do They Use an OrthographicStrategy? M.J.W.L. Coenen, et al. 15. Measuring Word Identification Skills and Related Variables in Dutch Children; K.P. van den Bos, H.C.L. Spelberg. Nordic Languages: 16. Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: from 3 to 8 Years of Age; S.-A.H. Lyster. 18. What Can Be Learned About Reading Acquisition in the Finnish Language; R.-L. Korkeamäki. Chinese: 19. Phonological Awareness and Learning to Read Chinese; J.R. Hanley, H.S. Huang. 20. Paradigmatic Analysis of Chinese Word Reading: Research Findings and Classroom Practices; Che Kan Leong. Author Index.

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