Table 2.

Reading and writing acquisition.

	Time	Writing
(1) Logographic strategy	Before starting school	• Initial knowledge about writing
		• First words can be written without phonemic knowledge, e.g., proper name
(2) Alphabetic strategy	First and second grade (6–8 years)	• Learning PGCs
		• Learning to write phonetically accurately
		• Learning words by learning orthographic anomalies by heart
		• Writing pseudowords by using PGC
(3) Orthographic strategy	Third and fourth grade (8–10 years)	• Writing difficult words by applying orthographic rules
		• Learning explicit orthographic rules as guidelines for spelling unknown words
	Fifth and sixth grade	• Children have acquired all orthographic special features of words
	Time	Reading
(1) Logographic strategy	Before starting school and first grade	• Only familiar words can be analyzed using essential features, e.g., according to the proper name or brand names like McDonald’s with the help of the characteristic “golden arches” M
(2) Alphabetic strategy	First grade	• Learning PGCs to read unknown words and pseudowords
(3) Orthographic/lexical strategy	Second grade	• Reading words in larger units, e.g., in morphemes instead of letter-to-sound
		• Most words are represented in the lexicon and can be accessed as a whole