Editorial: Frontiers in the acquisition of literacy.

Claire M Fletcher-Flinn

doi:10.3389/fpsyg.2015.01019

Abstract

Editorial: Frontiers in the acquisition of literacy.

Highlights

Specialty section: This article was submitted to Cognitive Science, a section of the journal Frontiers in Psychology
As the teaching of literacy takes up a large proportion of classroom time in the early years, increasing knowledge about children’s learning processes should result in better approaches to the teaching of reading and spelling
What are the learning processes? Are they the same across different orthographies, or do different orthographies require different skills and learning processes? What is the relationship between reading and spelling? How do they interact and augment each other? What is the effect of different teaching approaches on children’s emerging reading system? Do early reading comprehension problems disappear over time? What are the predictors of children’s reading attainment?

Summary

Introduction

Specialty section: This article was submitted to Cognitive Science, a section of the journal Frontiers in Psychology. As the teaching of literacy takes up a large proportion of classroom time in the early years, increasing knowledge about children’s learning processes should result in better approaches to the teaching of reading and spelling. Important questions need to be addressed, and given the many different influences and overlapping processes on literacy learning, the answers are not straightforward.

Results

Conclusion