Theoretical and developmental issues

Preface. Introduction to Volume I V.W. Berninger. Biological Constraints: Twin Studies. 1. Genes, Environment, and the Development of Orthographic Skills R. Olson, H. Forsberg, B. Wise. Linguistic Constraints: Cross-Linguistic Studies. 2. Reading Chinese and Reading English: Similarities, Differences, and Second-Language Reading N.E. Jackson, Wen-Hui Lu, Daushen Ju. 3. Higher-Order Linguistic Influences on Development of Orthographic Knowledge: Illustrations from Spelling Problems in Dutch and Assessment Tools E.M.H. Assink, G. Kattenberg. 4. Towards a More Universal Understanding of the Developmental Dyslexias: The Contribution of Orthographic Factors M. Wolf, C. Pfeil, R. Lotz, K. Biddle. Orthographic-Linguistic Relationships: Literacy Acquisition Studies. 5. Limits upon Orthographic Knowledge due to Processes Indexed by Naming Speed P. Bowers, J. Golden, A. Kennedy, A. Young. 6. The Sound-to-Spelling Connection: Orthographic Activation in Auditory Word Recognition and its Implications for the Acquisition of Phonological Awareness and Literacy Skills R.W. Barron. 7. The Development of Orthographic Processing Ability R. Wagner, T.A. Barker. 8. Multiple Orthographic and Phonological Codes in Literacy Acquisition: An Evolving Research Program V.W. Berninger, R.D. Abbott. Commentaries on Volume I: Phonological and Orthographic Processing: Separate but Equal? B. R. Foorman. Orthographic Knowledge Is Orthographic Knowledge Is Orthographic Knowledge E. Geva, D. Willows.