This volume contains 20 chapters, grouped by languages (English, German, Dutch, Nordic and Chinese), on phonologic and orthographic processing in learning to read and spell in a cross-language perspective. The integrating theme is the importance of metalinguistic awareness and also orthographic factors in learning to read and spell in alphabetic language systems. Phonological processing reinforces orthographic processing and is in turn bolstered by the latter in emergent literacy. The interplay of these factors is stressed in the various chapters. Areas such as phonological processing subserving metalinguistic awareness are viewed as being worth further investigation. Audience: Researchers, clinicians and postgraduate students interested in the psychology of reading and spelling within the broad cross-language framework.