Kristina Moll|Franck Ramus|Juergen Bartling|Jennifer Bruder|Sarah Kunze|Nina Neuhoff|Silke Streiftau|Heikki Lyytinen|P.H.T. Leppänen|Kaisa Lohvansuu|Dénes Tóth|Ferenc Honbolygó|Valéria Csépe|Caroline Bogliotti|Stéphanie Iannuzzi|J.-F. Démonet|Emilie Longeras|Sylviane Valdois|Florence George|Isabelle Soares-Boucaud|Marie?France Le Heuzey|C. Billard|Michael O'donovan|Gary Hill|Julie Williams|Daniel Brandeis|Urs Maurer|Enrico Schulz|Sanne van der Mark|Bertram Müller?Myhsok|Gerd Schulte?Körne|Karin Landerl
Cognitive mechanisms underlying reading and spelling development in five European orthographies
University of Graz|University of York|LMU Klinikum|München Klinik|University of Salzburg|Laboratoire de Sciences Cognitives et Psycholinguistique|School for Advanced Studies in the Social Sciences|French National Centre for Scientific Research|LMU Klinikum|München Klinik|LMU Klinikum|München Klinik|LMU Klinikum|München Klinik|LMU Klinikum|München Klinik|LMU Klinikum|München Klinik|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|Hungarian Academy of Sciences|Hungarian Academy of Sciences|Hungarian Academy of Sciences|Université Paris Nanterre|French National Centre for Scientific Research|Laboratoire de Sciences Cognitives et Psycholinguistique|School for Advanced Studies in the Social Sciences|Hôpital Purpan|Inserm|Bicêtre Hospital|Assistance Publique – Hôpitaux de Paris|Hôpital des Enfants|University Hospital of Lausanne|University of Lausanne|Hôpital Purpan|Inserm|Laboratoire de Psychologie et NeuroCognition|Pierre Mendès-France University|French National Centre for Scientific Research|Laboratoire de Sciences Cognitives et Psycholinguistique|School for Advanced Studies in the Social Sciences|Centre Hospitalier Universitaire de Grenoble|Laboratoire de Psychologie et NeuroCognition|Pierre Mendès-France University|French National Centre for Scientific Research|Centre Hospitalier Universitaire de Grenoble|Centre Hospitalier Le Vinatier|Hospices Civils de Lyon
paper addresses question whether cognitive underpinnings reading spelling universal languageorthographyspecific analyzed concurrent predictions phonological processing awareness memory rapid automatized naming ran literacy development large european sample 1062 typically developing elementary school children beyond grade 2 acquiring five different alphabetic orthographies varying degrees graphemephoneme consistency english french german hungarian finnish findings indicate 1 phonological processing ran account significant amounts unique variance literacy attainment five orthographies associations predictors reading speed reading accuracy spelling differential general ran best predictor reading speed phonological processing accounts higher amounts unique variance reading accuracy spelling 2 predictive patterns largely comparable across orthographies tend stronger english orthographies