Abstract
The most important models of alphabetic literacy acquisition are presented as general models of learning to read in alphabetic orthographies. The models are, however, typically based on research concerning the acquisition of a single orthography, that of English. This bias is, of course, not the fault of the scholars working in the English-speaking countries, where cognitive psycholinguistics and research in reading acquisition have a long and fine tradition. However, it reflects the fact that the question of orthographic differences in reading acquisition in alphabetic orthographies has been out of the focus of research, and when the question has been addressed, the implicit assumption has been that the non-English findings are somehow less universal than the findings concerning the English orthography.
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