Cognitive mechanisms underlying reading and spelling development in five European orthographies

Kristina Moll,Franck Ramus,Juergen Bartling,Jennifer Bruder,Sarah Kunze,Nina Neuhoff,Silke Streiftau,Heikki Lyytinen,Paavo H. T. Leppänen,Kaisa Lohvansuu,Dénes Tóth,Ferenc Honbolygó,Valéria Csépe,Caroline Bogliotti,Stéphanie Iannuzzi,Jean-François Démonet,Emilie Longeras,Sylviane Valdois,Florence George,Isabelle Soares-Boucaud,Marie-France Le Heuzey,C. Billard,Michael Conlon ODonovan,G Hill,Julie Williams,Daniel Brandeis,Urs Maurer,Enrico Schulz,Sanne van der Mark,Bertram Müller-Myhsok,Gerd Schulte-Körne,Karin Landerl

Cognitive mechanisms underlying reading and spelling development in five European orthographies

2014

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

Keywords:

Cognitive psychology
Orthography
Linguistics
Spelling
Social psychology
Rapid automatized naming
Phonological awareness
Cognition
Psychology
Literacy
cross linguistic
literacy development

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