This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.

part I|173 pages

The Development of Decoding Skills

chapter 1|13 pages

Why Is Speech So Much Easier Than Reading and Writing?

ByAlvin M. Liberman

chapter 2|14 pages

The Decomposition of Decoding

ByPhilip B. Gough, Sebastian Wren

chapter 3|35 pages

Language Prediction Skill, Phonological Recoding Ability, and Beginning Reading

ByWilliam E. Tunmer, James W. Chapman

chapter 4|18 pages

Rime-Based Coding in Early Reading Development in English

Orthographic Analogies and Rime Neighborhoods
ByUsha Goswami

chapter 5|25 pages

Word Reading by Sight and by Analogy in Beginning Readers

ByLinnea C. Ehri

chapter 6|13 pages

Phonological Awareness

Its Nature and Its Influence Over Early Literacy Development
ByValerie Muter

chapter 7|26 pages

Why and How Phoneme Awareness Helps Learning to Read

ByJosé Morais, Philippe Mousty, Régine Kolinsky

part II|141 pages

Developmental Impairments of Decoding Skills

chapter 9|22 pages

Outcomes of Adults With Childhood Histories of Dyslexia

ByMaggie Bruck

chapter 10|17 pages

Development and Variation in Developmental Dyslexia

ByMargaret Snowling, Nata Goulandris, Neil Defty

chapter 11|15 pages

The Development of Reading Skills in Poor Readers

Educational Implications
ByRebecca H. Felton

chapter 12|27 pages

Normal and Dyslexic Reading Development

The Role of Formal Models
ByJamie L. Metsala, Gordon D. A. Brown

chapter 14|15 pages

The Role of Letter Learning in Developing Phonemic Awareness Skills in Preschool Children

Implications for Explanations of Reading Disorders
ByRhona S. Johnston

chapter 15|13 pages

Fixed Reference Eye and Reading Disability

Is There a Connection?
ByNata K. Goulandris, Ann McIntyre, Margaret Snowling

part III|51 pages

Reading Comprehension

chapter 16|9 pages

Predicting Reading Comprehension From Listening Comprehension

Is This the Answer to the IQ Debate?
ByR. Malatesha Joshi, Katherine A. Williams, Jackie R. Wood

chapter 17|14 pages

Comprehension Skill and Inference-Making Ability

Issues of Causality
ByKate Cain, Jane Oakhill

chapter 18|25 pages

Individual Differences in Children's Comprehension Skill

Toward an Integrated Model
ByJane Oakhill, Kate Cain, Nicola Yuill

part IV|77 pages


chapter 19|23 pages

Beginning to Spell in English

ByRebecca Treiman

chapter 20|10 pages

Phonological and Orthographic Processes in Good and Poor Spellers

ByCarolyn Lennox, Linda S. Siegel

chapter 21|15 pages

The Anatomy of Word-Specific Memory

ByP. G. Aaron, Susan Wilczynski, Victoria Keetay

chapter 4|12 pages

Strategies Used by 9- to 12-Year-Old Children in Written Spelling

ByChe Kan Leong

chapter 23|13 pages

The Role of Analogy in Early Spelling Development

ByKate Nation, Charles Hulme

part V|41 pages

The Remediation of Reading Problems

chapter 4|23 pages

What Kind of One-on-One Tutoring Helps a Poor Reader?

ByConnie Juel

chapter 25|15 pages

Studies of Computer-Aided Remediation for Reading Disabilities

ByBarbara W. Wise, Richard K. Olson