0 connected with the accepted way of spelling and writing words:
Adult spellers use orthographic knowledge of English to analyze structures in other languages.
Dyslexic children have weak orthographic representation of words.
Each level of orthographic representation, except the stroke level, is linked to its semantic representation (meaning) and its phonological representation.
The present observations concerning pseudoword and number word reading fluency (in relation to numerals) point towards various orthographic factors.
All recognizers are continuous speech recognizers and are based on statistical language models and orthographic and phonetic lexicons.
They soon, however, understand that the constituent letters of a word have orthographic and phonological value.
As mentioned above, there are three possible types of account of the asymmetry, based on orthographic, phonological and phonetic arguments respectively.
All test words are given in their orthographic form since what is at issue is whether the stops are voiced, aspirated, or voiceless and unaspirated.
Sufficient practice may enable the poor readers to gradually store the orthographic form into memory and rely on direct recognition at the time of posttesting.
These findings indicate that beginning readers retained some visual orthographic features of words in memory even after a 3-day delay.
