Frontmatter -- INTRODUCTION -- TABLE OF CONTENTS -- I. Linguistic theories of graphemics and orthography -- THE GRAPHEME: ITS POSITION AND ITS DEGREE OF AUTONOMY WITH RESPECT TO THE SYSTEM OF THE LANGUAGE -- ZUR BESTIMMUNG UND DIFFERENZIERUNG DER PRINZIPIEN DER ORTHOGRAPHIE / ON THE DEFINITION AND DIFFERENTIATION OF THE PRINCIPLES OF ORTHOGRAPHY -- DESCRIPTIVELY AND EXPLANATORILY ADEQUATE MODELS OF ORTHOGRAPHY -- THE GRAPHIC ELEMENTS OF GERMAN WRITTEN LANGUAGE -- THE TERM ‘GRAPHEME’ IN THE HISTORY AND THEORY OF LINGUISTICS -- DIE AUTONOMIE DER GRAPHEMATIK IN HISTORISCHER SICHT / THE AUTONOMY OF GRAPHEMICS FROM HISTORICAL POINT OF VIEW -- II. Empirical linguistic theories of graphemics and orthography -- SCHREIBEN IN GEDANKENSCHNELLE - WEGLEITE DURCH EINE TERRA INCOGNITA DER GRAPHEMATIK / WRITING AS QUICK AS THOUGHT - ITINERARY THROUGH A TERRA INCOGNITA OF GRAPHEMATICS -- GRAPHEMATIΚ UND PHONEMATIΚ IM ELSASS ODER: DER KAMPF UM EINE ELSÄSSISCHE ORTHOGRAPHIE / ALSATIAN ORTHOGRAPHY -- ZUR DEKODIERUNG INDIVIDUELLER HANDSCHRIFTEN / ON DECODING HANDWRITTEN TEXTS -- TOWARDS A DIATOPIC APPROACH TO ORTHOGRAPHIC PHENOMENA OF EUROPEAN LANGUAGES -- BREAKING THE SPELLING BARRIER: THE RECONSTRUCTION OF PRONUNCIATION FROM ORTHOGRAPHY IN HISTORICAL LINGUISTICS -- ZUR SCHREIBUNG VON FREMDWÖRTERN IM DEUTSCHEN - PROBLEME DER REGELFORMULIERUNG / ON THE SPELLING OF FOREIGN WORDS IN GERMAN PROBLEMS OF RULE FORMULATION -- III. Psychological problems of graphemics and orthography -- FROM MORPH TO MORPHEME: THE PSYCHOLOGIST GAILY TRIPS WHERE THE LINGUIST HAS TRODDEN -- PSYCHOLOGISCHE ASPEKTE OES ORTHOGRAPHISCHEN WISSENS: ENTWICKLUNG UND ENTWICKLUNGSSTÖRUNG / PSYCHOLOGICAL ASPECTS OF ORTHOGRAPHIC SKILLS: DEVELOPMENT AND DISORDER -- ZU UTA FRITH DREIPHASENMODELL DES LESEN (UND SCHREIBEN) LERNENS. ODER: LASSEN SICH VERSCHIEDENE MODELLE DES SCHRIFTERWERBS AUFEINANDER BEZIEHEN UND WEITERENTWICKELN? / ON UTA FRITH’S THREE PHASE MODEL OF LEARNING TO READ AND TO WRITE. OR: CAN DIFFERENT MODELS OF THE ACQUISITION OF READING AND WRITING BE INTERRELATED AND FURTHER DEVELOPED? -- WAS THE ALPHABET DISCOVERED OR INVENTED? ON THE ALLEGED COMMON PROCESSES IN SPEECH AND WRITING -- ORTHOGRAPHY AND LEXICAL ACCESS -- COGNITIVE ASPECTS OF UPPER AND LOWER CASE FOR INITIAL LETTERS IN GERMAN -- PHONOLOGICALLY PLAUSIBLE ERRORS: IMPLICATIONS FOR A MODEL OF THE PHONEME-GRAPHEME CONVERSION MECHANISM IN THE SPELLING PROCESS -- GRAPHEMICS AND VISUAL WORD RECOGNITION -- ORTHOGRAPHIC SKILLS IN THE HEARING-IMPAIRED -- ENTWICKLUNGS- UND SPRACHPSYCHOLOGISCHE BEGRÜNDUNG DER NOTWENDIGKEIT SPEZIFISCHER METHODEN FÜR DEN ERWERB DER SCHRIFTSPRACHE BEI SPRACHENTWICKLUNGSGESTÖRTEN, LERNBEHINDERTEN UND HÖRGESCHÄDIGTEN KINDERN / ON THE NECESSITY OF SPECIFIC METHODS FOR TEACHING WRITTEN LANGUAGE TO LANGUAGE-DEVELOPMENTAL-DISTURBED, LEARNING-DISABLED AND HEARING-IMPAIRED CHILDREN – ARGUMENTS FROM DEVELOPMENTAL PSYCHOLOGY AND PSYCHOLINGUISTICS -- IV. Problems of acquiring orthographic skills -- GRUNDSÄTZE DER VERMITTLUNG UND ERLERNUNG DER ORTHOGRAPHIE IN DER SCHULE DER DDR / PRINCIPLES OF THE TEACHING AND LEARNING OF ORTHOGRAPHY IN THE SCHOOLS OF THE GERMAN DEMOCRATIC REPUBLIC -- THE ROLE OF THE AFFECTIVE FILTER ON THE LEVEL OF ORTHOGRAPHY -- DAS ORTHOGRAPHISCHE PORTRAIT DES SCHÜLERS / THE ORTHOGRAPHIC PORTRAIT OF THE PUPIL -- THE COGNITION OF SPELLING IN CHILDREN’S MINDS -- ON THE ACQUISITION OF THE PHONEMIC PRINCIPLE OF SPELLING FOR LEARNING TO READ AND TO WRITE -- WIE LERNEN KINDER LESEN UND SCHREIBEN? – ASPEKTE EINER PÄDAGOGISCHEN FRAGESTELLUNG – / HOW DO CHILDRENS LEARN TO READ AND WRITE? – ASPECTS OF A PEDAGOGICAL PROBLEM – -- AUTHORS -- 465-468

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