Handbook of Orthography and Literacy
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows:
Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili.
Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components.
Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research.
This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
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Literacy Acquisition and Dyslexia in Hungarian
Evidence from Polish
Word Reading in Bulgarian Children and Adults
Early Phonological Skill as a Predictor of Reading
If John Were Ivan Would He Fail in Reading?
Alphabetics Instruction Helps Students Learn to Read
The Effectiveness of Synthetic Phonics Teaching
The Dutch Spelling System and Learning
Literacy Acquisition in Spanish
Beginning Reading Acquisition in Brazilian Portuguese
Research Review of the Role
The Acquisition of Written Morphology in Greek
How Language Characteristics Influence Turkish Literacy
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adults alphabetic analysis animacy Arabic Chinese characters cognitive complex consistent consonant clusters correlation correspondences crosslinguistic Danish decoding deficit developmental dyslexia difficulties Dutch Dutch orthography dyslexia dyslexic dyslexic children dyslexic readers English example factors Finnish French function geminates German Goswami grade grammatical grapheme–phoneme graphemes Greek Hangul Hebrew homophones Hungarian Icelandic inflections Journal kanji Kannada Kiswahili Landerl language learning to read letters lexical linguistic literacy acquisition logographic Lyytinen memory morphemes morphological nikud nonwords Norwegian nouns orthography pattern performance Persian phonemic awareness phonological awareness phonological deficit phonological recoding Polish poor readers Porpodas predicted predictor problems processing pronunciation pseudowords Psycholinguistics Psychology Ravid reading accuracy reading acquisition reading and spelling reading and writing reading development rime role Russian script segments semantic sounds spelling errors spoken strategies structure suffixes syllable task transparent Treiman verbs visual vowel whereas wholeword Wimmer word recognition writing system written