is trying to achieve the same result as Subtractive Synthesis, but approaches the method from a constructive philosophy, rather than carving. Rather than presenting a wall of harmonics and carving out the harmonic structure desired (Subtractive Synthesis), in additive synthesis multiple sine waves of varying levels and are combined together to build the harmonic structure desired. Simply put, instead of starting with everything you need and throwing away what you don’t need, you start with nothing and build harmonic structures from scratch.
Phonological awareness (the ability to break words into their components, synthesize their sounds and learn their features), rapid naming and to some extent verbal working memory are sources of individual differences that are associated with reading development and reading difficulties in monolingual children. These processing skills measured in monolingual and second-language children often correlate with each other, and can predict decoding and spelling skills in both languages. This has been found across different language groups. As well, regardless of the type of orthographies (regularity of correspondence between letters or letter combinations and their associated sounds) involved, second-language learners who have decoding and spelling problems in their first language have difficulties in their second language as well. Finally, second-language learners who have serious problems with word-based reading skills and with the cognitive processes that are necessary to develop good word-based skills in the second language also have poor reading fluency, reading comprehension and writing skills.
Strategies for Synthesis Writing - findingDulcinea