Cognitive mechanisms underlying reading and spelling development in five European orthographies

6533b825fe1ef96bd1282030

RESEARCH PRODUCT

Cognitive mechanisms underlying reading and spelling development in five European orthographies

Juergen Bartling Silke Streiftau Nina Neuhoff Catherine Billard Ferenc Honbolygó Michael Conlon O'donovan Sanne Van Der Mark Marie-france Le Heuzey Caroline Bogliotti Caroline Bogliotti Sarah Kunze Bertram Müller-myhsok Jean-françois Démonet Jean-françois Démonet Emilie Longeras Emilie Longeras Stéphanie Iannuzzi Gerd Schulte-körne Julie Williams Valéria Csépe Paavo H.t. Leppänen Florence George Sylviane Valdois G Hill Karin Landerl Karin Landerl Isabelle Soares-boucaud Kristina Moll Daniel Brandeis Dénes Tóth Lohvansuu Kaisa Franck Ramus Enrico Schulz Enrico Schulz Urs Maurer Heikki Lyytinen Jennifer Bruder

subject

3204 Developmental and Educational Psychology 10093 Institute of Psychology media_common.quotation_subject 610 Medicine & health Cognition 10058 Department of Child and Adolescent Psychiatry Linguistics Spelling Education Literacy development [SCCO]Cognitive science Phonological awareness 10076 Center for Integrative Human Physiology Reading (process)Developmental and Educational Psychology 570 Life sciences; biology 10064 Neuroscience Center Zurich 150 Psychology Rapid automatized naming Orthography ta515 3304 Education Cross linguistic media_common

description

This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a

year	journal	country	edition	language
2014-02-01

10.1016/j.learninstruc.2013.09.003 https://hal.science/hal-03780899

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