Sources of information children use in learning to spell: The case of Finnish geminates

Handbook of Orthography and Literacy

Volumn , Issue , 2005, Pages 63-79

  Lehtonen, Annukka ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79959268346     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (16)

1. Bryant, P. E., Nunes, T., & Aidinis, A. (1999). Different morphemes, same spelling problems: Cross-linguistic developmental studies. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 112-133). Cambridge, UK: Cambridge University Press.
2. Caramazza, A., Laudana, A., & Romani, C. (1988). Lexical access and inflectional morphology. Cognition, 28, 297-332.
3. Carney, E. (1994). A survey of English spelling. London: Routledge.
4. Cassar, M., & Treiman, R. (1997). The beginnings of orthographic knowledge: Children's knowledge of double letters in words. Journal of Educational Psychology, 89, 631-644.
5. Ehri, L. (1992). Review and commentary: Stages of spelling development. In S. Templeton & D. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial Festschrift for Edmund H. Henderson (pp. 307-332). Hillsdale, NJ: Lawrence Erlbaum Associates.
6. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, M. Coltheart and J. Marshall (Eds.), Surface dyslexia. Hove, UK: Lawrence Erlbaum Associates.
7. Laaksonen, K., & Lieko, A. (1998). Suomen kielen äänne- ja muoto-oppi [The phonology and structure of the Finnish language]. Helsinki: Finn Lectura.
8. Lehtonen, J. (1970). Aspects of quantity in standard Finnish. Studia Philologica Jyväskyläensia, 6. University of Jyväskylä.
9. Lyytinen, H., Leinonen, S., Nikula, M., Aro, M., & Leiwo, M. (1995). In search of the core features of dyslexia: Observations concerning dyslexia in the highly orthographically regular Finnish language. In V. Berninger (Ed.), The varieties of orthographic knowledge II: Relationships to phonology, reading, and writing (pp. 177-204). Dordrecht, the Netherlands: Kluwer Academic.
10. Niemi, J., & Laine, M. (1995). Suomen kielen sanojen mentaalisen käsittelyn maili [A mental model for the processing of Finnish words]. Suomen Logopedis-foniatrinen aikakauslehti, 14, 65-71.
11. Niemi, J., Laine, M., & Tuominen, J. (1994). Cognitive morphology in Finnish. Foundations of a new model. Language and Cognitive Processes, 9, 423-446.
12. Nunes, T., Bryant, P., & Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 4: 637-649.
13. Pacton, S., Perruchet, P., Fayol, M., & Cleeremans, A. (2001). Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology: General, 130, 401-426.
14. Ravid, D., & Gillis, S. (in press). Teachers' perception of spelling patterns and children's spelling errors: A cross-linguistic perspective. In M. Neef, A. Neijt, & R. Sproat (Eds.), Consistency in writing systems. Tübingen, Germany: Niemeyer Verlag.
15. Rego, L. (1999). Phonological awareness, syntactic awareness and learning to read and spell in Brazilian Portuguese. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 71-88). Cambridge, UK: Cambridge University Press.
16. Treiman, R. (1993). Beginning to spell. New York: Oxford University Press.