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The Varieties of Orthographic Knowledge pp 243–276Cite as

The Development of Orthographic Processing Ability

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Part of the book series: Neuropsychology and Cognition ((NPCO,volume 8))

Abstract

When children learn to read, their success is determined by a number of factors. Some determinants of success are found in the environment, including the intensity, duration, and quality of the reading instruction provided, and the nature of the oral and written language the child must attempt to master. Other determinants of success are found within the child. Examples include maturational readiness (the majority of 6-year-olds can learn to read whereas few 2-year-olds can), fluency in oral language, and an interest in reading (for summaries of the reading literature, see Adams, 1990; Crowder & Wagner, 1991; Rayner & Pollatsek, 1989). During the past decade, a great deal of progress has been made in our understanding of beginning reading in general, and in the areas of phonological and orthographic knowledge and processing in particular.

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Authors and Affiliations

  1. Florida State University, Psychology Building R-54, Tallahassee, Florida, 32306-1051, USA

    Richard K. Wagner

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  1. Richard K. Wagner
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  2. Theodore A. Barker
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Editors and Affiliations

  1. University of Washington, Seattle, USA

    Virginia Wise Berninger

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© 1994 Springer Science+Business Media Dordrecht

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Wagner, R.K., Barker, T.A. (1994). The Development of Orthographic Processing Ability. In: Berninger, V.W. (eds) The Varieties of Orthographic Knowledge. Neuropsychology and Cognition, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-3492-9_8

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  • DOI: https://doi.org/10.1007/978-94-017-3492-9_8

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-481-4460-0

  • Online ISBN: 978-94-017-3492-9

  • eBook Packages: Springer Book Archive

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