The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal. and (ITST) for their help and support the staff of Hotel Alvor Praia for making our stay a pleasant one by helping us to run the institute smoothly.

1. Relating phonologic and orthographic processing to learning to read and spell.- English.- 2. Toward an understanding of phonological awareness.- 3. The nature of the phonological deficit underlying disorders of spoken and written language.- 4. Case studies of dyslexia: Young readers with rapid serial naming deficits.- 5. The relationship of central auditory processing disorder and learning problems.- 6. Beginning reading in Germany and the U.S.: A comparison of phonological segmentation, decoding, lexical access and comprehension.- German.- 7. Word recognition in English and German dyslexics: A direct comparison.- 8. The early prediction of reading and spelling: Evidence from the Munich longitudinal study on the genesis of individual competencies.- 9. Cultural influences on literacy development.- 10. Strategies of spelling and reading of young children learning German orthography.- Dutch.- 11. Reading development in elementary school: Do syllables play a role in phonological decoding?.- 12. How to get friends in beginning word recognition.- 13. Visual processes in word recognition by poor readers: Relative use of visual, phonological, and orthographic cues.- 14. Reading and spelling in Dutch first and second graders: Do they use an orthographic strategy?.- 15. Measuring word identification skills and related variables in Dutch children.- Nordic Languages.- 16. Early language development and kindergarten phonological awareness as predictors of reading problems: from 3 to 8 years of age.- 17. Spelling development and metalinguistic training before school entrance: The effects of different metalinguistic training on spelling development in first grade.- 18. What can be learned about reading acquisition in the Finnish language.- Chinese.- 19. Phonological awareness and learning to read Chinese.- 20. Paradigmatic analysis of Chinese word reading: Research findings and classroom practices.- Author Index.

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