Cross-Language Studies of Learning to Read and Spell

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

Chapter 2 Toward an Understanding of Phonological Awareness

Chapter 3 The Nature of the Phonological Deficit Underlying Disorders of Spoken and Written Language

Chapter 4 Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficits

Chapter 5 The Relationship of Central Auditory Processing Disorder and Learning Problems

Chapter 6 Beginning Reading in Germany and the U.S.: A Comparison of Phonological Segmentation, Decoding, Lexical Access, and Comprehension

Chapter 8 The Early Prediction of Reading and Spelling: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies

Chapter 9 Cultural Influences on Literacy Development

Chapter 10 Strategies of Spelling and Reading of Young Children Learning German Orthography

Chapter 11 Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding?

Chapter 12 How to get Friends in Beginning Word Recognition

Chapter 13 Visual Processes in Word Recognition by Poor Readers: Relative Use of Visual, Phonological and Orthographic Cues

Chapter 14 Reading and Spelling in Dutch First and Second Graders: Do They Use an Orthographic Strategy?

Chapter 15 Measuring Word Identification Skills and Related Variables in Dutch Children

Chapter 16 Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: From 3 to 8 Years of Age

Chapter 17 Spelling Development and Metalinguistic Training before School Entrance: The Effects of Different Metalinguistic Training on Spelling Development in First Grade

Chapter 18 What can be Learned about Reading Acquisition in the Finnish Language

Chapter 19 Phonological Awareness and Learning to Read Chinese

Chapter 20 Paradigmatic Analysis of Chinese Word Reading: Research Findings and Classroom Practices