Reading has universal properties that can be seen across the world's writing systems. The
most important one is the universal language constraint: All writing systems represent …

In this article, we provide a cross-linguistic perspective on the universals and particulars in
learning to read across seventeen different orthographies. Starting from the assumption that …

In learning to read, what is it that one learns? Reading educators have stressed the goal of
learning to read in variations around meaning; eg learning to construct meaning, to get …

Understanding Chinese reading is important for identifying the universal aspects of reading,
separated from those aspects that are specific to alphabetic writing or to English in …

Reading of alphabetic writing systems, such as English, has been extensively studied and
most theories and models of reading are based on findings from these studies. This practice …

Cross–writing system research in psychology and cognitive neuroscience has yielded
important findings regarding how a writing system's structure can influence the cognitive …

We review cognitive-linguistic approaches to conveying meaning, sound, and orthographic
information across scripts in order to highlight the impact of variability in written and spoken …

The science of reading has made genuine progress in understanding reading and the
teaching of reading, but is the science of reading just the science of reading English …

This chapter differs from most of its companions in addressing literacy from the standpoint of
the writer rather than the reader. Literacy research has concentrated on erate. A full …

The connections among language, writing system, and reading are part of what confronts a
child in learning to read. We examine these connections in addressing how reading …