The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal. A number of scholars from different countries participated in the two-week institute on Cognitive and linguistic aspects of reading, writing, and spelling. The present papers are further versions with modifications and refinements from those presented at the Advanced Study Institute. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are to: the Scientific Affairs division of NATO for providing the major portions of the financial support, Dr. L.V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology of the various aspects of the institute; and (ITST) for their help and support the staff of Hotel Alvor Praia for making our stay a pleasant one by helping us to run the institute smoothly.
The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics ...
This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives.
Implications for Reading Models, Disorders, Acquisition, and Teaching Prathibha Karanth ... Cross - language Studies of Learning to Read and Spell - phonological and Orthographic Processing , Kluwer , Dordrecht , pp . 379-417 .
Paradigmatic analysis of Chinese word reading: Research findings and classroom practices. In C. K. Leong & R. M. Joshi (Eds.), Cross-language studies of learning to read and spell: Phonologic and orthographic processing (pp. 379–418).
Tan , L. H. , Spinks , J. A. , Gao , J. H. , Liu , H. , Perfetti , C. A. , Xiong , J. , Stofer , K. A. , Pu , Y. L. , Liu , Y. , & Fox ... In X. Yuan ( Ed . ) , Proceedings of the Symposium on the Chinese Language and Characters .
Reading and spelling in Dutch first and second graders: Do they use an orthographic strategy? In C. K. Leong & M. Joshi (Eds.), Cross-language studies of learning to read and spell: Phonological and orthographic processing (pp.
Paradigmatic analysis of Chinese word reading: Research findings and classroom practices. In C. K. Leong & R. M. Joshi (Eds.), Cross-language studies of learning to read and spell: Phonologic and orthographic processing (pp. 379–417).
This unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments.
Phonological awareness and learning to read Chinese. In CK. Leong, & R.M. Joshi (Eds), Cross-language studies of learning to read and spell: Phonologic and orthographic processing (pp. 361-378). Dordrecht: Kluwer Academic Publishers.
Elbro, C., Borstrom, I. and Petersen, D.K. (1998) 'Predicting dyslexia from kindergarten:The importance of ... H. (2001) 'Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text ...