ABSTRACT
The chapters in this volume reflect a general consensus on the central importance of phonological decoding and phoneme awareness in the etiology and remediation of reading disabilities. In addition to being the year in which the conference spawning this volume was held, 1995 was also marked by the publication of two important theoretical papers consistent with this perspective (Share, 1995; Share & Stanovich, 1995). In this chapter we provide support for the importance of phonological skills from our studies on genetic factors in reading and phonological deficits and the remediation of these deficits with talking computers. However, we question whether phonological deficits are the whole story in reading and spelling disabilities.
