For many years, the development of theories about the way children
learn to read and write was dominated by studies of
English-speaking populations. As we have learned more about the way
that children learn to read and write other scripts - whether they
have less regularity in their grapheme-phoneme correspondences or
do not make use of alphabetic symbols at all - it has become clear
that many of the difficulties that confront children learning to
read and write English specifically are less evident, or even
non-existent, in other populations. At the same time, some aspects
of learning to read and write are very similar across scripts. The
unique cross-linguistic perspective offered in this book, including
chapters on Japanese, Greek and the Scandinavian languages as well
as English, shows how the processes of learning to read and spell
are affected by the characteristics of the writing system that
children are learning to master.
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