Titlebook: Cross-Language Studies of Learning to Read and Spell:; Phonologic and Ortho Che Kan Leong,R. Malatesha Joshi Book 1997 Springer Science+Bus

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Cultural Influences on Literacy Developmentlture. This phenomenon can be observed when models of reading and spelling development in English-speaking children are used by German-speaking investigators without empirical examination. In a longitudinal study of the development of reading and spelling from preschool age up to the end of 4th grad

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Strategies of Spelling and Reading of Young Children Learning German Orthographyin print, which follows a developmental sequence as a result of an interaction between the child’s emerging process abilities and the structure of orthography. Similar sequential patterns for the English orthography were identified. Referring to German studies, the sequential patterns of spelling an

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Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding?ren for monosyllabic pseudowords of three orthographic structures: CVC, CCVC/CVCC and CCVCC. The naming task was a modified replication of van den Bosch (1991), in which poor readers were trained in reading aloud monosyllabic words and pseudowords. Based on the results of van den Bosch, parallel pro

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How to get Friends in Beginning Word Recognitiondecode new printed words more efficiently. As an alternative, the possibility is raised that reading acquisition involves gradually learning more about orthgraphic representations of words and also increasing the number of orthographic lexical entries. Through lexical analogies, a new word having ma

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Visual Processes in Word Recognition by Poor Readers: Relative Use of Visual, Phonological and Orthoxperiment 1, letter symbols . used. The strings consisted of uppercase--lowercase congruent letters (e.g., o/O) or uppercase--lowercase incongruent letters (e.g. a/A). Real words and pseudowords were used. Poor readers needed significantly more time to match uppercase--lowercase incongruent pairs, e

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Reading and Spelling in Dutch First and Second Graders: Do They Use an Orthographic Strategy?egy is used in reading before it is used in spelling (Frith, 1985). Thirty-seven first graders (mean age 7–0 years) and 34 second graders (mean age 8–0 years) participated in the experiment. They were required to read aloud words, pseudohomophones, and pseudowords that were presented one by one on a

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Measuring Word Identification Skills and Related Variables in Dutch Childrenification test. In Study 1, the research focus is on two word identification tests, a real-word test (RWT) and a pseudoword test (PWT). The question is: Are these tests differentially sensitive to phonological and lexical ‘routes’ or subcomponents of woad identification ability? Beginning readers ar

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