By Pieter Reitsma, Ludo Verhoeven (auth.), Pieter Reitsma, Ludo Verhoeven (eds.)
From August 19-23 1996 a global professional assembly on difficulties and interventions in literacy improvement happened in Amsterdam. The assembly used to be prepared through Pieter Reitsma (Paedologisch Instituut - Vrije Universiteit Amsterdam) and Ludo Verhoeven (University of Nijmegen), and funded by way of the Dutch nationwide technology beginning. a variety of specialists within the box of literacy difficulties from 12 nations attended the assembly whereas providing a paper in response to present peESpectives and up to date examine. a range of the papers being provided is now built-in right into a unmarried educational reference, after being edited and up to date. The editors desire to thank all participants to this quantity for redrafting their unique papers. the current quantity goals to combine fresh examine in box of literacy difficulties and interventions right into a unmarried educational reference. the amount will trap the state-of-the-art within the quickly increasing box of literacy difficulties and interventions. the objective team of readers of this quantity comprises researchers and graduate scholars in language and literacy improvement. additionally, the booklet is of curiosity for practitioners operating within the box of literacy difficulties. Pieter Reitsma and Ludo Verhoeven vii record OF members Peter Afflerbach - college of Maryland, 2304C Benjamin construction, collage Park MD 20742, united states Jesus Alegria - Universite Libre de Bruxelles, LAPSE CP 191, road F. Roosevelt 50, B-1050 Bruxelles, Belgium Elisabeth Arnbak - division of common & utilized Linguistics, Njalsgade eighty, DK-2300 Copenhagen, Denmark Janwillem Bast - Paedologisch Instituut-VU Amsterdam, Postbus 303, 1115 ZG Duivendrecht, The Netherlands.
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Additional resources for Problems and Interventions in Literacy Development
It may be, as DeFrancis (1989) argues, that all human writing systems have evolved toward some reliance on speech, even those whose origins are assumed to be strictly meaning-based. Because Chinese includes meaning-based components, some researchers and educators have been led to suggest a correlated nonsequitur: that reading Chinese is strictly a visual-semantic process, one in which phonology plays no role. However, as I noted in the previous section, the evidence by now suggests a rather different view of reading Chinese.
Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). London: Lawrence Erlbaum Associates. Frost, R. (1995). Phonological computation and missing vowels: Mapping lexical involvement in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 398-408. Frost, R. (1994). Prelexical and postlexical strategies in reading: Evidence from a deep and a shallow orthography. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 116-129.
To appear in P. A. McMullen & R. M. ), TWO QUESTIONS ABOUT READING 43 Converging methods for understanding reading and dyslexia. Cambridge, MA: MIT Press. Besner, D. (1990). Does the reading system need a lexicon? In D. Balota, G. B. Flores d'Arcais, & K. ), Comprehension processes in reading (pp. 73-99). Hillsdale, NJ: Lawrence Erlbaum Associates. , & Smith, M. C. (1992). Basic processes in reading: Is the orthographic depth hypothesis sinking? In R. Frost, & L. ), Orthography, phonology, morphology, and meaning (pp.