The Structure of English Orthography
Bibliographic Data
| ID | 11110553 |
|---|---|
| Authors | Josef Vachek (corresponding author) |
| Year | 1971 |
| Volume | 47 |
| Issue | 1 |
| Pages | 212 |
| Publication date | 1971-03-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | The Structure of English Orthography, Richard L Venezky, 1970 |
| Venue | Language (JOURNAL) |
| Journal identifiers | ISSN: 0097-8507 • E-ISSN: 1535-0665 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/412200 |
| OpenAlex | W1977873181 |
| Language | EN |
| Citations received | 2 |
Linguistics · Orthography · Reading (process) · Linguistics, Language Diversity, and Identity · Philosophy · Psychology
Graphemic alternations in English as a reflex of morphological structure
Phonemic analysis, spelling, and reading
Impact of classroom activities on beginning reading development
Word-initial entropy in five languages
A featural analysis of the Modern Roman Alphabet
Seeking a reading machine for the blind and discovering the speech code
A Multistrategy Approach to Improving Pronunciation by Analogy
Social Aspects and Reading, Writing, and Working Memory Skills in Arabic, Hebrew, English, and Circassian
Learning to Read
Talking backward
Writing in four- to six-year-olds
Implicit Cognition and Spelling Development
Language-specific prediction in foreign language learning
Understanding Shifts in Reading and Its Instruction
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Cognitive Aspects of Regularity Exhibit When Neighborhood Disappears
Teaching English Spelling and Pronunciation
Black English and Spelling
Spelling First, Sound Later
The Role of Orthographic Processing Skills on Five Different Reading Tasks
The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts
Does Learning to Spell Help Beginners Learn to Read Words
The Development and Use of Mediated Word Identification
Movement into Reading
The Influence of Basal Readers on First Grade Reading
Questions Teachers Ask About Spelling
Toward a strong phonological theory of visual word recognition
The role of vowels in reading
On the Anglocentricities of current reading research and practice
Orthographic variations and visual information processing
Does Knowledge of Romaji Facilitate English Reading
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students
Computer Literacy and Book Literacy
Reciprocal relationship
The effect of orthography on the acquisition of literacy skills
Predicting children's word‐reading accuracy for common English words
Predicting children's word-spelling difficulty for common English words from measures of orthographic transparency, phonemic and graphemic length and word frequency
The Roles of Orthographic, Phonological, and Word Frequency Variables on Word-Nonword Decisions
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Phonological Recoding and Orthographic Learning
Understanding normal and impaired word reading
Phonological recoding and self-teaching
Learning to Read Words
The Effects of Morphological Instruction on Literacy Skills
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Characteristics of developmental dyslexia in a regular writing system
A distributed, developmental model of word recognition and naming.
Die Graphematik der Morpheme im Deutschen und Englischen
The graphematic foot in English and German
Rule and analogy mechanisms in reading nonwords
Graphematics as part of a modular theory of phonographic writing systems
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Exploring the Boundaries of Sublexical Word Identification Units
The Effect of Arabic Vowels on the Reading Comprehension of Second- and Sixth-Grade Native Arab Children
Investigating models for second language spelling
Writing systems as modular objects
The use of morphological knowledge in spelling derived forms by learning-disabled and normal students
What does accessing a morphemic script tell us about reading and reading disorders in an alphabetic script
Teaching children with dyslexia to spell in a reading-writers’ workshop
Coding processes in skilled and less skilled readers
Beyond phonics
Toward a definition of dyslexia
Syllable and rime patterns for teaching reading
A decade of research with dyslexic college students
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
Reading teachers’ knowledge of children’s literature and English phonology
| Highly cited | No |
|---|