ABSTRACT
The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.
TABLE OF CONTENTS
part |92 pages
I Theoretical Foundations
part II|49 pages
Subtypes Of Dyslexia
part III|98 pages
Beginning To Read And Spell
part IV|190 pages
Implications for Intervention