Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.

chapter 2|14 pages

Reading, Spelling, and the Orthographic Cipher

ByPhilip B. Gough, Connie Juel, Priscilla L. Griffith

chapter 3|15 pages

Rhyme, Analogy, and Children’s Reading

ByUsha Goswami, Peter Bryant

chapter 4|42 pages

The Role of Intrasyllabic Units in Learning to Read and Spell

ByRebecca Treiman

chapter 6|30 pages

The Representation Problem in Reading Acquisition

ByCharles A. Perfetti

chapter 7|40 pages

Cognitive and Linguistic Factors in Learning to Read

ByWilliam E. Tunmer, Wesley A. Hoover

chapter 9|31 pages

Dyslexia in a Computational Model of Word Recognition in Reading

ByMark S. Seidenberg

chapter 10|31 pages

Identifying the Causes of Reading Disability

ByDonald Shankweiler, Stephen Crain, Susan Brady, Paul Macaruso