Cross-language studies of learning to read and spell : phonologic and orthographic processing

edited by Che Kan Leong and R. Malatesha Joshi

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.

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  • 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. Naslund, 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. Naslund. 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. Korkeamaki. 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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書名 Cross-language studies of learning to read and spell : phonologic and orthographic processing
著作者等 Joshi, R. Malatesha
Leong, Che Kan
シリーズ名 NATO ASI series
出版元 Kluwer Academic Publishers
刊行年月 c1997
ページ数 xii, 427 p.
大きさ 25 cm
ISBN 079234457X
NCID BA30258396
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言語 英語
出版国 オランダ