Varieties of Orthographic Knowledge

This volume is the second of a two-part series dealing with the theoretical, definitional, methodological, and developmental issues involved in investigating the role of orthography in reading and writing. Although research on orthography has a long history in experimental psychology and neuropsychology, it was relatively neglected during the past decade when researchers turned their attention to phonological processes in literacy. However, interest in orthography is reemerging as the research reported in this series demonstrates. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared and independent behavioral indices of orthographic and phonological processes and emphasize the similarities and differences of orthographies across languages. Volume II proposes a theoretical framework based on the multiple dimensions of orthographic knowledge for guiding future research on the relationship of orthography to phonology, reading, and writing. This two-part series is directed toward an audience of basic and applied researchers and graduated students in cognitive and developmental psychology, neuropsychology, linguistics, and education.