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Volume 26, Issue 2

Scientific Studies of Reading

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Scientific Studies of Reading, Volume 26, Issue 2 (2022)

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Scientific Studies of Reading, Volume 26, Issue 2 (2022)

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Vol 27, 2023 Volume 26, 2022 Vol 25, 2021 Vol 24, 2020 Vol 23, 2019 Vol 22, 2018 Vol 21, 2017 Vol 20, 2016 Vol 19, 2015 Vol 18, 2014 Vol 17, 2013 Vol 16, 2012 Vol 15, 2011 Vol 14, 2010 Vol 13, 2009 Vol 12, 2008 Vol 11, 2007 Vol 10, 2006 Vol 9, 2005 Vol 8, 2004 Vol 7, 2003 Vol 6, 2002 Vol 5, 2001 Vol 4, 2000 Vol 3, 1999 Vol 2, 1998 Vol 1, 1997

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Processes of Reading and its Development across Orthographies: State of the Science

Introduction

Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science

Ludo Verhoeven & Karin Landerl

Pages: 91-95

Published online: 15 Mar 2022

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Open Access

Research Article

Article

The Role of Genetic Factors in Reading and its Development Across Languages and Writing Systems

Elena L. Grigorenko

Pages: 96-110

Published online: 31 Jan 2022

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Article

Cognitive Precursors of Reading: A Cross-Linguistic Perspective

Karin Landerl, Anne Castles & Rauno Parrila

Pages: 111-124

Published online: 27 Sep 2021

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Article

Reading and Writing Words: A Cross-Linguistic Perspective

Catherine McBride, Dora Jue Pan & Fateme Mohseni

Pages: 125-138

Published online: 28 Apr 2021

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Article

Statistical Learning in Word Reading and Spelling across Languages and Writing Systems

Rebecca Treiman & Brett Kessler

Pages: 139-149

Published online: 12 Jul 2021

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Universals in Learning to Read Across Languages and Writing Systems

Ludo Verhoeven & Charles Perfetti

Pages: 150-164

Published online: 24 Jun 2021

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Article

Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research

Lesly Wade-Woolley, Clare Wood, Jessica Chan & Sarah Weidman

Pages: 165-181

Published online: 26 Oct 2021

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Scientific Studies of Reading (Vol.26, Iss.2, 2022)

Processes of Reading and its Development across Orthographies: State of the Science

Processes of Reading and its Development across Orthographies: State of the Science

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