Wolf and Bowers (1999) described a model in which phonological awareness (PA) and
naming speed (NS) make independent contributions to reading ability. We tested this model …

This chapter presents a review of empirical research about the role of phonological and
cognitive factors in reading and spelling Greek orthography. Although spoken Greek has …

Many people still believe, as once was commonly assumed, that literacy simply means
knowing how to read and write a particular script. Thus, we divide people into literates and …

Hungarian belongs to a small subgroup of the Finno-Ugric branch of Uralic (also called
UralAltaic or Uralic-Zukaghir) languages, called Ob-Ugric. The nearest subgroups of the …

In Kannada, visual features are arranged in blocks called akshara, making this a visually
more complex writing system than typical alphabetic orthographies. Akshara knowledge was …

This study is an investigation into theinterconnections among three languages, Arabic,
Hebrew and English, each of which has adifferent orthography. Hebrew and Arabic …

Arabic Literacy acquisition was studied among Israeli Palestinian low socioeconomic status
kindergartners within the framework of an intervention study, implemented by teachers. On …

Several studies have tested the validity of the simple view of reading model by examining
various degrees of orthographic depth. This study aims to validate this model in both …

Arabic-speaking students learn to read a transparent maʃku: l script, which provides full
vowel information using letters to represent long vowels and phonemic diacritics for short …

This study investigated word identification inArabic and basic cognitive processes inreading-
disabled (RD) and normal readers of thesame chronological age, and in younger …