Learning to Spell: Research, Theory, and Practice Across Languages (Paperback)

Contents: C.A. Perfetti, L. Rieben, M. Fayol, Introduction. Part I:Theoretical Foundations: Writing Systems, Psycholinguistics, and Neuropsychology. J-P. Jaffré, From Writing to Orthography: The Functions and Limits of the Notion of System. C.A. Perfetti, The Psycholinguistics of Spelling and Reading. P. Zesiger, M-P. de Partz, The Cognitive Neuropsychology of Spelling. Part II:The Acquisition of Spelling. R. Treiman, M. Cassar, Spelling Acquisition in English. H. Wimmer, How Learning to Spell in German Differs From Learning to Spell in English. C. Totereau, M-G. Thevenin, M. Fayol, The Development of the Understanding of Number Morphology in Written French. J. Alegria, P. Mousty, Lexical Spelling Processes in Reading Disabled French-Speaking Children. L. Allal, Learning to Spell in the Classroom. T. Nunes, P. Bryant, M. Bindman, Spelling and Grammar--the Necsed Move. Part III:The Relationship Between Spelling and Reading. A.M.T. Bosman, G.C. Van Orden, Why Spelling Is More Difficult Than Reading. I. Berent, R. Frost, The Inhibition of Polygraphic Consonants in Spelling Hebrew: Evidence for Recurrent Assembly of Spelling and Phonology in Visual Word Recognition. J.E. Gombert, P. Bryant, N. Warrick, Children's Use of Analogy in Learning to Read and to Spell. L.C. Ehri, Learning to Read and Learning to Spell Are One and the Same, Almost. N. Ellis, Interactions in the Development of Reading and Spelling: Stages, Strategies and Exchange of Knowledge. L. Rieben, M. Saada-Robert, Relations Between Word Search Strategies and Word Copying Strategies in Children Aged 5-6 Years. P.H.K. Seymour, Foundations of Orthographic Development. L. Sprenger-Charolles, L.S. Siegel, D. Bechennec, Beginning Reading and Spelling Acquisition in French: A Longitudinal Study.