Contents Volume 16 (2003)

Contents Volume 16 (2003) Reading and Writing: An Interdisciplinary Journal 16: 805–808, 2003. 805 Volume 16 Nos. 1–2 February 2003 Theme: Speaking and Listening: Their Role in Learning How to Read and Spell Guest Editors: São Luís Castro and Luz Cary São Luís Castro and Luz Cary / Introduction 1–3 Amanda C. Walley, Jamie L. Metsala and Victoria M. Garlock / Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability 5–20 Maria Mody / Phonological basis in reading disability: A review and analysis of the evidence 21–39 Francisco Lacerda / Phonology: An emergent consequence of memory constraints and sensory input 41–59 Zofia Kaminska / Little Frog and Toad: Interaction of orthography and phonology in Polish spelling 61–80 Alexandre Castro-Caldas and Alexandra Reis / The knowledge of orthography is a revolution in the brain 81–97 Giuseppe Cossu / The role of output speech in literacy acquisition: Evidence from congenital anarthria 99–122 José Morais / Levels of phonological representation in skilled reading and in learning to read 123–151 Instructions for authors 153–158 Volume 16 No. 3 April 2003 Ieva Sprugevica and Torleiv Høien / Enabling skills in early reading acquisition: A study of children in Latvian kindergartens 159–177 Francesca http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Contents Volume 16 (2003)

Reading and Writing , Volume 16 (8) – Oct 4, 2004

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Publisher
Springer Journals
Copyright
Copyright © 2003 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1027393516449
Publisher site
See Article on Publisher Site

Abstract

Reading and Writing: An Interdisciplinary Journal 16: 805–808, 2003. 805 Volume 16 Nos. 1–2 February 2003 Theme: Speaking and Listening: Their Role in Learning How to Read and Spell Guest Editors: São Luís Castro and Luz Cary São Luís Castro and Luz Cary / Introduction 1–3 Amanda C. Walley, Jamie L. Metsala and Victoria M. Garlock / Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability 5–20 Maria Mody / Phonological basis in reading disability: A review and analysis of the evidence 21–39 Francisco Lacerda / Phonology: An emergent consequence of memory constraints and sensory input 41–59 Zofia Kaminska / Little Frog and Toad: Interaction of orthography and phonology in Polish spelling 61–80 Alexandre Castro-Caldas and Alexandra Reis / The knowledge of orthography is a revolution in the brain 81–97 Giuseppe Cossu / The role of output speech in literacy acquisition: Evidence from congenital anarthria 99–122 José Morais / Levels of phonological representation in skilled reading and in learning to read 123–151 Instructions for authors 153–158 Volume 16 No. 3 April 2003 Ieva Sprugevica and Torleiv Høien / Enabling skills in early reading acquisition: A study of children in Latvian kindergartens 159–177 Francesca

Journal

Reading and WritingSpringer Journals

Published: Oct 4, 2004

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