The Varieties of Orthographic Knowledge

1. Front Matter

   Pages i-xvi

   PDF

2. Introduction to the Varieties of Orthographic Knowledge I: Theoretical and Developmental Issues

   1. Introduction to the Varieties of Orthographic Knowledge I: Theoretical and Developmental Issues

      • Virginia W. Berninger

      Pages 1-25

3. Biological Constraints: Twin Studies

   1. Genes, Environment, and the Development of Orthographic Skills

      • Richard K. Olson, Helen Forsberg, Barbara Wise

      Pages 27-71

4. Linguistic Constraints: Cross-Linguistic Studies

   1. Reading Chinese and Reading English: Similarities, Differences, and Second-Language Reading

      • Nancy Ewald Jackson, Wen-Hui Lu, Daushen Ju

      Pages 73-109

   2. Higher-Order Linguistic Influences on Development of Orthographic Knowledge: Illustrations from Spelling Problems in Dutch and Assessment Tools

      • Egbert M. H. Assink, Göran Kattenberg

      Pages 111-136

   3. Towards a More Universal Understanding of the Developmental Dyslexias: The Contribution of Orthographic Factors

      • Maryanne Wolf, Claudia Pfeil, Ruth Lotz, Kathleen Biddle

      Pages 137-171

5. Orthographic-Linguistic Relationships: Literacy Acquisition

   1. Limits upon Orthographic Knowledge Due to Processes Indexed by Naming Speed

      • Patricia Bowers, Jonathan Golden, Allison Kennedy, Arlene Young

      Pages 173-218

   2. The Sound-To-Spelling Connection: Orthographic Activation in Auditory Word Recognition and Its Implications for the Acquisition of Phonological Awareness and Literacy Skills

      • Roderick W. Barron

      Pages 219-242

   3. The Development of Orthographic Processing Ability

      • Richard K. Wagner, Theodore A. Barker

      Pages 243-276

   4. Multiple Orthographic and Phonological Codes in Literacy Acquisition: An Evolving Research Program

      • Virginia W. Berninger, Robert D. Abbott

      Pages 277-319

6. Commentaries on Volume I

   1. Phonological and Orthographic Processing: Separate but Equal?

      • Barbara R. Foorman

      Pages 321-357

   2. Orthographic Knowledge is Orthographic Knowledge is Orthographic Knowledge

      • Esther Geva, Dale Willows

      Pages 359-380

7. Back Matter

   Pages 381-381

   PDF

The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties. In 1981 Taylor described the evolution of orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are. recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. For an historical overview of research on visual processing of written language spanning the earliest records of writing to the early work in experimental psychology, see Venezky (1993).

• attention
• brain
• cognition
• neuropsychology
• psychology

• University of Washington, Seattle, USA

  Virginia Wise Berninger

Policies and ethics