This volume is the second of a two-part set dealing with the theoretical, definitional, methodological and developmental issues involved in investigating the role of orthography in reading and writing. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared/independent behavioural indices of orthographic and phonological processes as well as emphasize the similarities/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 volume is the second of a two-part set dealing with the theoretical, definitional, methodological and developmental issues involved in investigating the role of orthography in reading and writing. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared/independent behavioural indices of orthographic and phonological processes as well as emphasize the similarities/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 volume is the second of a two-part set dealing with the theoretical, definitional, methodological and developmental issues involved in investigating the role of orthography in reading and writing. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared/independent behavioural indices of orthographic and phonological processes as well as emphasize the similarities/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.