title: Universals of reading: developmental evidence for linguistic plausibility.
abstract: Children's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.
authors.affiliation: Centre for Neuroscience in Education, Department of Experimental Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom. ucg10@cam.ac.uk
authors.forename: Usha
authors.initials: U
authors.lastname: Goswami
mesh_terms: D001921:Brain / Q000502:physiology*; D006801:Humans; D008959:Models, Neurological; D011932:Reading; D021641:Recognition, Psychology / Q000502:physiology*; D012660:Semantics