Promoting at-risk pupils’ foreign language literacy learning

Chapters in this book

1. Prelim pages i
2. Table of contents v
3. Acknowledgements vii
4. Introduction
5. Functional literacy in a developmental perspective 3
6. Part 1
7. The quality of phonological representations and phonological awareness 17
8. Precursors of phonemic awareness 33
9. The role of orthographic onset-rime units in Dutch beginning readers 49
10. Manifestations of phonological deficits in dyslexia: Evidence from Dutch Children 69
11. Metaphonological awareness in monolingual and bilingual kindergartners 89
12. Does speech manipulation make word discrimination easier? 109
13. Part 2
14. The acquisition of untaught orthographic regularities in French 121
15. Subsyllabic units in reading 139
16. Orthography, phonology and semantics 165
17. The lexical quality hypothesis 189
18. Relationships between reading and writing skills in the intermediate grades 215
19. Task-related factors in reading efficiency of dyslexic children 229
20. Part 3
21. Parental and teacher commitment in emergent literacy development 249
22. Sociocultural differences in reading skills, reading motivation, and reading strategies 265
23. Bilingualism and reading 287
24. Age and gender differences in reading engagement 303
25. Promoting at-risk pupils’ foreign language literacy learning 317
26. Predictors of adult functional reading skills 339
27. Subject index 357