Abstract
This special issue is devoted to the study of reading and writing in Spanish focusing on their particularities from the perspective of its orthographic depth. Research has exposed the role characteristics from different orthographic systems play, explaining how reading and writing are learned and the cognitive processes involved in those learning processes. Through their research and reflection the various Latin American authors — and a special contribution by a Finnish author — describe the differences in reading processes in transparent orthographic systems as well as the future direction the study of reading may take from the perspective of their orthographic qualities.
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