Abstract
For long, literacy research has been characterized by a “modular” and “anglocentric” approach to the study of reading and spelling. The first has led to consider that word reading and spelling processes could be isolated and studied independently from one another. The second has led to theoretical models of reading and spelling based exclusively on English, an exceptional orthography. A mature science of reading and spelling requires overcoming these two limitations, to develop an integrated -and cross-linguistically valid- model of reading-spelling development. Chapters 11, 12, 13 and 14 in this book examine the relationship between word reading and spelling processes in different orthographies and instructional systems (Turkish, Greek, Polish, and Lithuanian), contributing to enrich the ongoing reflection on a mature science of reading and spelling development.
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Arfé, B. (2020). A Mature Science of Reading and Spelling. In: Alves, R.A., Limpo, T., Joshi, R.M. (eds) Reading-Writing Connections. Literacy Studies, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-38811-9_15
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