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.
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