Cross-Language Studies of Learning to Read and Spell:

Preface. Introduction: 1. Relating Phonologic and Orthographic Processing to Learning to Read and Spell; Che Kan Leong, R.M. Joshi. English: 2. Toward an Understanding of Phonological Awareness; H.W. Catts, et al. 3. The Nature of the Phonological Deficit Underlying Disorders of Spoken and Written Language; B. Dodd, G. Gillon. 4. Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficits; J.K. Uhry. 5. The Relationship of Central Auditory Processing Disorder and Learning Problems; S. Schwartz, M. Bruck. 6. Beginning Reading in Germany and the U.S.: A Comparison of Phonological Segmentation, Decoding, Lexical Access and Comprehension; J.C. Näslund, et al. German: 7. Word Recognition in English and German Dyslexics: A Direct Comparison; K. Landerl. 8. The Early Prediction of Reading and Spelling: Evidence From the Munich Longitudinal Study on the Genesis of Individual Competencies; W. Schneider, J.C. Näslund. 9. Cultural Influences on Literacy Development; G. Mannhaupt, et al. 10. Strategies of Spelling and Reading of Young Children Learning German Orthography; R. Valtin. Dutch: 11. Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding? H.W.M.J. Wentink, et al. 12. How to Get Friends in Beginning Word Recognition; P. Reitsma. 13. Visual Processes in Word Recognition by Poor Readers: Relative Use of Visual, Phonological, and Orthographic Cues; E.M.H. Assink. 14. Reading and Spelling in Dutch First and Second Graders: Do They Use an OrthographicStrategy? M.J.W.L. Coenen, et al. 15. Measuring Word Identification Skills and Related Variables in Dutch Children; K.P. van den Bos, H.C.L. Spelberg. Nordic Languages: 16. Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: from 3 to 8 Years of Age; S.-A.H. Lyster. 18. What Can Be Learned About Reading Acquisition in the Finnish Language; R.-L. Korkeamäki. Chinese: 19. Phonological Awareness and Learning to Read