The Varieties of Orthographic Knowledge: II: Relationships to Phonology, Reading, and Writing

ISBN-13: 9789401041720 / Angielski / Miękka / 2012 / 421 str.

V.W. Berninger

Opis

This volume is the second of a two-part series dealing with the theoretical, definitional, methodological, and developmental issues involved in investigating the role of orthography in reading and writing. Although research on orthography has a long history in experimental psychology and neuropsychology, it was relatively neglected during the past decade when researchers turned their attention to phonological processes in literacy. However, interest in orthography is reemerging as the research reported in this series demonstrates. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared and independent behavioral indices of orthographic and phonological processes and emphasize the similarities and differences of orthographies across languages. Volume II proposes a theoretical framework based on the multiple dimensions of orthographic knowledge for guiding future research on the relationship of orthography to phonology, reading, and writing. This two-part series is directed toward an audience of basic and applied researchers and graduated students in cognitive and developmental psychology, neuropsychology, linguistics, and education.

Spis treści

Preface. Introduction to Volume II; V.W. Berninger. Relationships to Phonology. 1. From Orthography to Psychology to Reading; R.L. Venezky. 2. The Increasingly Inextricable Relationship between Orthographic and Phonological Coding in Learning to Read: Some Reservations about Current Methods of Operationalizing Orthographic Coding; F. Vellutino, et al. 3. Electrophysiological Correlates of Orthographic and Phonological Processing. Using the Probe Procedure; D.L. Molfese, et al. Relationships to Reading. 4. Development of Orthographic and Phonological Processes in Normal and Disabled Reading; C. Lennox, L.S. Siegel. 5. In Search of the Core Features of Dyslexia: Observations Concerning Dyslexia in the Highly Orthographically Regular Finnish Language; H. Lyytinen, et al. 6. Children's Use of Orthographic and Contextual Information in Word Recognition and Comprehension; Yeu Hong Kim (Yoon), E. Goetz. Relationships to Writing. 7. Children's Spelling Strategies; C.K. Varnhagen. 8. Children's Acquisition and Retention of Word Spellings; L. Dreyer, et al. 9. Structural Equation Modeling and Hierarchical Linear Modeling: Tools for Studying the Construct Validity of Orthographic Processes in Reading and Writing Development; R.D. Abbott, V.W. Berninger. Commentary: What is Visual in Orthographic Processing? D. Willows, E. Geva. Practiced Connections of Orthographic and Phonological Processing; B. Foorman.